41,976 research outputs found
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Location-based and contextual mobile learning. A STELLAR Small-Scale Study
This study starts from several inputs that the partners have collected from previous and current running research projects and a workshop organised at the STELLAR Alpine Rendevous 2010. In the study, several steps have been taken, firstly a literature review and analysis of existing systems; secondly, mobile learning experts have been involved in a concept mapping study to identify the main challenges that can be solved via mobile learning; and thirdly, an identification of educational patterns based on these examples has been done.
Out of this study the partners aim to develop an educational framework for contextual learning as a unifying approach in the field. Therefore one of our central research questions is: how can we investigate, theorise, model and support contextual learning
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Educational Technology Topic Guide
This guide aims to contribute to what we know about the relationship between educational technology (edtech) and educational outcomes by addressing the following overarching question: What is the evidence that the use of edtech, by teachers or students, impacts teaching and learning practices, or learning outcomes? It also offers recommendations to support advisors to strengthen the design, implementation and evaluation of programmes that use edtech.
We define edtech as the use of digital or electronic technologies and materials to support teaching and learning. Recognising that technology alone does not enhance learning, evaluations must also consider how programmes are designed and implemented, how teachers are supported, how communities are developed and how outcomes are measured (see http://tel.ac.uk/about-3/, 2014).
Effective edtech programmes are characterised by:
a clear and specific curriculum focus
the use of relevant curriculum materials
a focus on teacher development and pedagogy
evaluation mechanisms that go beyond outputs.
These findings come from a wide range of technology use including:
interactive radio instruction (IRI)
classroom audio or video resources accessed via teachers’ mobile phones
student tablets and eReaders
computer-assisted learning (CAL) to supplement classroom teaching.
However, there are also examples of large-scale investment in edtech – particularly computers for student use – that produce limited educational outcomes. We need to know more about:
how to support teachers to develop appropriate, relevant practices using edtech
how such practices are enacted in schools, and what factors contribute to or mitigate against
successful outcomes.
Recommendations:
1. Edtech programmes should focus on enabling educational change, not delivering technology. In doing so, programmes should provide adequate support for teachers and aim to capture changes in teaching practice and learning outcomes in evaluation.
2. Advisors should support proposals that further develop successful practices or that address gaps in evidence and understanding.
3. Advisors should discourage proposals that have an emphasis on technology over education, weak programmatic support or poor evaluation.
4. In design and evaluation, value-for-money metrics and cost-effectiveness analyses should be carried out
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Augmenting the field experience: a student-led comparison of techniques and technologies
In this study we report on our experiences of creating and running a student fieldtrip exercise which allowed students to compare a range of approaches to the design of technologies for augmenting landscape scenes. The main study site is around Keswick in the English Lake District, Cumbria, UK, an attractive upland environment popular with tourists and walkers. The aim of the exercise for the students was to assess the effectiveness of various forms of geographic information in augmenting real landscape scenes, as mediated through a range of techniques and technologies. These techniques were: computer-generated acetate overlays showing annotated wireframe views from certain key points; a custom-designed application running on a PDA; a mediascape running on the mScape software on a GPS-enabled mobile phone; Google Earth on a tablet PC; and a head-mounted in-field Virtual Reality system. Each group of students had all five techniques available to them, and were tasked with comparing them in the context of creating a visitor guide to the area centred on the field centre. Here we summarise their findings and reflect upon some of the broader research questions emerging from the project
Viewfinder: final activity report
The VIEW-FINDER project (2006-2009) is an 'Advanced Robotics' project that seeks to apply a semi-autonomous robotic system to inspect ground safety in the event of a fire. Its primary aim is to gather data (visual and chemical) in order to assist rescue personnel. A base station combines the gathered information with information retrieved from off-site sources.
The project addresses key issues related to map building and reconstruction, interfacing local command information with external sources, human-robot interfaces and semi-autonomous robot navigation.
The VIEW-FINDER system is a semi-autonomous; the individual robot-sensors operate autonomously within the limits of the task assigned to them, that is, they will autonomously navigate through and inspect an area. Human operators monitor their operations and send high level task requests as well as low level commands through the interface to any nodes in the entire system. The human interface has to ensure the human supervisor and human interveners are provided a reduced but good and relevant overview of the ground and the robots and human rescue workers therein
The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis
AbstractMobile devices such as laptops, personal digital assistants, and mobile phones have become a learning tool with great potential in both classrooms and outdoor learning. Although there have been qualitative analyses of the use of mobile devices in education, systematic quantitative analyses of the effects of mobile-integrated education are lacking. This study performed a meta-analysis and research synthesis of the effects of integrated mobile devices in teaching and learning, in which 110 experimental and quasiexperimental journal articles published during the period 1993–2013 were coded and analyzed. Overall, there was a moderate mean effect size of 0.523 for the application of mobile devices to education. The effect sizes of moderator variables were analyzed and the advantages and disadvantages of mobile learning in different levels of moderator variables were synthesized based on content analyses of individual studies. The results of this study and their implications for both research and practice are discussed
Improving Assessment and Evaluation Strategies on Online Learning
ICLI is an annual International Conference on Learning Innovation (ICLI) hosted byUniversitas Negeri Malang, Indonesia in collaboration with the Islamic Development Bank (IsDB) and Indonesian Consortium for Learning Innovation Research (ICLIR) as well as Univerisiti Teknologi MARA Cawangan Perlis, Malaysia serving as co-organizer this year. The conference aims to gather researchers, practitioners, students, experts, consultants, teachers and lecturers to share their insights and experiences on research not only in constructing innovations in learning but also the knowledge of learner’s capability. The learners who are characterized as creative and competent by having the ability to understand what they have learned and capable of taking initiative and thinking critically. In addition, ICLI is organized on the basis of the trend in the 21st century, categorized by the increasing complexity of technology and the emergence of a corporate restructuring movement. This book is the proceeding of ICLI 2021, containing a selection of articles presented at this conference as the output of the activity. Various topics around education are covered in this book and some literature studies around specific topics on learning and education are covered as well. This proceeding book will be beneficial to students, scholars, and practitioners who have a deep concern in education. It is also futuristic with a lot of practical insights for students, faculty, and practitioners, and also a description of the Indonesian educational system in today’s era
Comparative Study on m-Learning Usage Among LIS Students from Hong Kong, Japan and Taiwan
Mobile learning (m-learning) is gaining its importance in recent years. For libraries, it is inevitable to adapt to this trend and provide various information services and support for m-learning. This paper studies the m-learning usage of Library and Information Science (LIS) students, who will be the new blood for the library in future. In this paper, we invited 267 subjects from Hong Kong, Japan, and Taiwan to participate in our online survey. We found that LIS students from these regions do adopt communication tools and social media for m-learning. However, they less frequently use their smartphones for academic reading. Plus, they rely more on search engines for fulfilling their information needs instead of library resources. We also found that the lack of a mobile version of the library website constitutes a significant barrier in m-learning, but the lack of mobile apps is relatively acceptable by the respondents. The result of this study shows that there are no big differences in m-learning usage among the three regions, except that LIS students from Hong Kong are accessing the learning management platforms via their smartphones more frequently compared to students from Japan and Taiwan.postprin
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