Proposal of a mobile learning preferences model

A model consisting of five dimensions of mobile learning preferences – location, level of distractions, time of day, level of motivation and available time – is proposed in this paper. The aim of the model is to potentially increase the learning effectiveness of individuals or groups by appropriately matching and allocating mobile learning materials/applications according to each learner’s type. Examples are given. Our current research investigations relating to this model are described

Assimilate or Accommodate?:The Need to Rethink Current Use of the Term ‘Mobile Learning’

Mobile devices are now ubiquitous in many areas of the globe and used for all kinds of communication modes in all walks of life, notably for learning as well as for entertainment. So what exactly do we understand by mobile learning? For a decade now, as mobile devices are found in an ever wider range of learning situations and contexts, mobile learning researchers have sought to define (Sharples, Taylor and Vavoula, 2007; Wexler et al., 2008) and redefine (Crompton, 2013) mobile learning in a way that is meaningful within this increasing range. However, the need to categorise educational applications of mobile technologies has become a progressively more complex challenge (Park, 2011), also including the classroom as a pedagogical context for mobile learning. However, Sharples and colleagues’ (2007) original definition of mobile learning emphasised the assumption that, for learning to be mobile, learners must be continually on the move which is clearly not the case for students using mobile devices in class. Yet the mobile learning research community continues to try to assimilate these instances into their understanding of mobile learning. Is it not now time to create a new concept reserving the original term ‘mobile learning’ for mobile technology supported learning opportunities that involve the learners physically moving between contexts

Ubiquitous e-learning System for dynamic mini-courseware assembling and delivering to mobile terminals

From 2000, mobile Learning (m-Learning) and ubiquitous Learning (u-Learning) has been the hottest research topic in e-learning, and now, integrating ubiquitous learning into mainstream of education and train has been the direction in the area, which demand new generational e-learning system. The paper introduces our research efforts in this direction. Based on the key concepts, such as ubiquitous learning object, mini-courseware, a new generational ubiquitous e-learning system is designed, which can be used for new requirements in m-Learning and u-Learning environments. In the system, learning resource related to a course is encapsulated into different ubiquitous learning objects, and mini-courseware can be assembled dynamically with learning resource extracted from these ubiquitous learning objects, accordingly, a mini-courseware player is designed for the situation. Based on these work, a resource based ubiquitous e-Learning system is designed considering pedagogical requirements under m-Learning and u-Learning environment

Some studies and lessons learned from ad hoc learning

[[abstract]]This work proposes concepts, designs, experiences and lessons learned from some studies of ad hoc learning supported by wireless and mobile technologies. The ad hoc learning activity model supports learners communicating with or obtaining help from classmates or teacher, interacting with environment, and accessing teaching material from mobile device or Internet. Example scenarios with prototype systems for ad hoc learning are presented. Preliminary experimental and trial studies are conducted with these example scenarios in elementary and high school students. The potential impacts, limitations, and lessons learned in this study are also discussed from both the educational and technological points of view. Learning in a lively, vivid, and new learning environment, students are motivated with interests for learning the target domains. Ad hoc learning potentially extends the scope of learning activities and with more flexibility than in traditional school curriculum.[[conferencetype]]國際[[conferencedate]]20050627~20050630[[booktype]]紙本[[conferencelocation]]Hsinchu, Taiwa

A Conceptual Framework for Mobile Learning

Several technology projects have been launched to explore the opportunities that mobile technologies bring about when tackling issues of democratic participation and social inclusion through mobile learning. Mobile devices are cheaper than for instance a PC, and their affordance, usability and accessibility are such that they can potentially complement or even replace traditional computer technology. The importance of communication and collaboration features of mobile technologies has been stressed in the framework of ICT-mediated learning. In this paper, a theoretical framework for mobile learning and e-inclusion is developed for people outside the conventional education system. The framework draws upon the fields of pedagogy (constructivist learning in particular), mobile learning objects and sociology.Mobile Learning, Digital Divide, Constructivist Pedagogy, Forms Of Capital

Uso de una plataforma educativa móvil como apoyo al proceso educativo.

La tecnología inalámbrica permite el trabajo en un campo, casi sin fronteras. Esto amplía el pensamiento al diseño de nuevas formas de control remoto, acceso a datos y comunicación. El uso de dispositivos y la tecnología móvil convergen en el ambiente diario agilizando tareas diversas e inclusive formando parte en el aprendizaje de la persona

Towards developing mobile game-based learning engineering model

Mobile game-based learning (mGBL) is a game purposely employed for learning which is played on mobile devices such as mobile phones. The development of mGBL is indeed a crucial task in ensuring the player to be motivated enough to keep playing until the game goal has been achieved. Various game development methodologies have been introduced for different types of games (genre, platform), which are available in their own specifications. Although there are many introduced methodologies which are currently practiced, studies show that customized phases and steps to develop mGBL applications are necessary. Henceforth, this paper proposes phases and main steps to be included in mGBL engineering model. This model is proposed intentionally for developing mGBL applications. A review on available mobile game development methodologies and an expert consultation to mobile game developers are conducted to identify the phases that are presently applied by developers to develop mobile games. Through this study, we analyzed and compared the diversity of the phases and steps involved in the current practiced methodologies

Supporting Learner-Content Interaction on Autodidactic Field Trips through Mobile Learning Applications

The increasing number of university students in Europe leads to an increasing student-to-lecturer ratio which finally results in a lower quality of studying experience. Thus, lecturers have to find new possibilities to adapt to the changing circumstances. This is particularly important in disciplines of natural sciences, as they integrate field trips in their curriculum, which require small groups of students. To be able to offer field trips in the future, one possible solution is to combine them with mobile learning application to enable autodidactic field trips. As prior research already showed that mobile learning applications can support autodidactic activities in education, the aim of this study is to design and develop a mobile learning application to support field trips. The existing research about designing such applications is limited, especially regarding needed requirements. With the aim of deducing meta-requirements and design principles for such applications, we apply the design science approach