Mobile technologies: prospects for their use in learning in informal science settings

Recent developments in mobile technologies have offered the potential to support learners studying a variety of subjects. In this paper we explore the possibilities related to science learners and in particular focus on science learners in informal settings and reflect on a number of recent projects in order to consider the prospects for such work. The debate on informal learning acknowledges the complexity of the area and the difficulty of defining informal learning. One view is to consider the settings in which learning takes place as a continuum from formal settings, e.g. university, to social structures, e.g. friendship groups (Sefton-Green, 2004). The literature on science learning with mobile devices at this very 'informal' end of the spectrum is currently sparse and so in the paper we reflect on some projects and possibilities across the continuum. Our main focus is how mobile devices can support informal learning in science and research possibilities. Some of the recent research on mobile learning has used an activity theoretical perspective, including one of the case studies we discuss and in the final part of the paper we highlight the influence of activity theory in helping us to consider the complexity of the learning settings

Using mobile devices to support online collaborative learning

Mobile collaborative learning is considered the next step of on-line collaborative learning by incorporating mobility as a key and breakthrough requirement. Indeed, the current wide spread of mobile devices and wireless technologies brings an enormous potential to e-learning, in terms of ubiquity, pervasiveness, personalization, flexibility, and so on. For this reason, Mobile Computer-Supported Collaborative Learning has recently grown from a minor research field to significant research projects covering a fairly variety of formal and specially informal learning settings, from schools and universities to workplaces, museums, cities and rural areas. Much of this research has shown how mobile technology can offer new opportunities for groups of learners to collaborate inside and beyond the traditional instructor-oriented educational paradigm. However, mobile technologies, when specifically applied to collaborative learning activities, are still in its infancy and many challenges arise. In addition, current research in this domain points to highly specialized study cases, uses, and experiences in specific educational settings and thus the issues addressed in the literature are found dispersed and disconnected from each other. To this end, this paper attempts to bridge relevant aspects of mobile technologies in support for collaborative learning and provides a tighter view by means of a multidimensional approach.Peer ReviewedPostprint (published version

Mobile Augmented-Reality Artifact Creation as a Component of Mobile Computer-Supported Collaborative Learning

This exploratory study examined the effectiveness of smartphone-based, AR artifact creation and other mobile collaborative learning activities in reinforcing the technological pedagogical content knowledge (TPACK) of pre-service teachers. Adopting a mixed-method research design, the study indicated that mobile AR artifact creation with peer discussion tended to better promote the componential competencies of technological pedagogical knowledge (TPK) and the integrative development of technological pedagogical content knowledge (TPACK), whereas mobile media artifact viewing with peer discussion seemed to better support the content knowledge (CK) development

Implementing a mobile campus using MLE Moodle

Mobile learning is considered the next step of online learning by incorporating mobility as a key requirement. Indeed, the current wide spread of mobile devices and wireless technologies brings an enormous potential to e-learning, in terms of ubiquity, pervasiveness, personalization, flexibility, and so on. For this reason, Mobile Learning is attracting significant research efforts covering a fairly variety of learning settings, from schools and universities to workplaces and cities. This research has evidenced that mobile technology can offer new opportunities for learners to learn inside and beyond the traditional instructor-oriented educational paradigm. However, mobile technologies are still in its infancy and many challenges arise. In this paper we analyze, from both learning and technological perspectives, the development of learning applications using mobile devices. To this end, proxy and proxy less architectures are considered as way to extend traditional virtual campuses with mobile clients. The objective is twofold: to access learning materials and to support learning activities. A prototype of a Virtual Campus is developed using MLE-Moodle -the Mobile Learning module of Moodle. The proposed Virtual Campus enables mobile clients to perform online learning activities and is a step towards achieving the “anytime, anywhere” paradigm.Peer ReviewedPostprint (published version

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

Procesos pedagógicos y uso de tecnología en el aula

Computer supports have diversified the possibilities for interactivity in classroom teaching. Collaborative games, response feedback systems and simulated participation are indicative of the wide range of activities for which these technologies have found application in classroom education processes. In this article, evidence is offered for the contributions made to classroom pedagogical processes by computer mediation. The bibliographic analysis conducted permitted the identification of 2 pedagogic processes generated, an inductive and a deductive one, were identified. The computer-mediated teaching activities associated with each process in this literature were then classified and analyzed. Finally, inferences were drawn regarding the advantages of computer mediation in this scenario, being the main contributions, structuring and gradual deepening of subject content, the strengthening of collaboration processes, the diversification of learning environments and increased student participation.Los soportes computacionales han diversificado las posibilidades de interactividad de la enseñanza en sala de clase. Los usos del computador en actividades educativas tales como juegos colaborativos, sistemas de retroalimentación de respuesta o participación simulada, entre otros, ponen en evidencia las diversas alternativas que tiene el uso de esta tecnología al interior del proceso educativo desarrollado en el aula. En este contexto, el propósito del artículo es evidenciar el aporte que genera la mediación computacional para los procesos pedagógicos implementados en la sala de clase de la educación escolar formal. Para ello se realizó un análisis bibliográfico que permitió identificar dos configuraciones de los procesos pedagógicos generados, la Inductiva y la Deductiva. Se analizaron y sistematizaron las actividades de enseñanza mediadas por el computador asociadas a ambos procesos. Entre los resultados se delimitan las ventajas del uso de la tecnología en este escenario, destacándose como principales aportes la estructuración y profundización gradual de los contenidos, el fortalecimiento de los procesos de colaboración, la diversificación de los entornos de aprendizaje, y el incremento de la participación estudiantil

Language learning through handheld gaming: a case study of an English course with engineering students

El siglo XXI es la generación de Digital Game-Based Learning, una generación que creció con las tecnologías y contribuyendo a la prevalencia de los juegos digitales [Chuang et al., 10]. Así, el uso de consolas portátiles (Nintendo DS o SONY PSP) para el entretenimiento en todas las edades ha aumentado dramáticamente, al igual que la disponibilidad de los juegos que satisfagan necesidades específicas, las necesidades o preferencias de los usuarios. Aunque este campo de aplicaciones no está exenta de limitaciones, tales como la conectividad, la facilidad de uso y limitaciones técnicas [Moisés, 08; Hussain y Adeeb, 09], el aprendizaje móvil está ahora en el programa a todos los niveles de la educación [Cheon et al., 12; Frohberg et al., 2009; Suki y Suki, 07]. En este estudio analizamos cómo Nintendo utiliza tecnología móvil para enseñar vocabulario, gramática, pronunciación, escritura y habilidades de escucha puede ayudar a mejorar el entorno de aprendizaje y los resultados en inglés para estudiantes de ingeniería. La doble investigación apunta a (1) evaluar la satisfacción del estudiante con la tecnología móvil y (2) medir el aprendizaje del estudiante con Nintendo DS. A la luz de estas hipótesis, los resultados muestran cómo la introducción de dispositivos móviles puede aumentar el interés de los alumnos y la motivación en el proceso de aprendizaje, fomentar la integración de actividades y aumentar el rendimiento académico de los estudiantes.The 21st century is the generation of Digital Game-Based Learning, a generation growing up with technologies and contributing to the prevalence of digital games [Chuang et al., 10]. Thus, the use of mobile consoles (Nintendo DS or SONY PSP) for entertainment at all ages has increased dramatically, as has the availability of games that meet specific needs, requirements or users preferences. Though this field of applications is not exempt from constraints such as connectivity, usability and technical limitations [Moses, 08; Hussain and Adeeb, 09], mobile learning is now on the agenda at all levels of education [Cheon et al., 12; Frohberg et al., 09; Suki and Suki, 07]. In this study we analyze how Nintendo mobile technology used to teach vocabulary, grammar, pronunciation, writing and listening skills can help to improve the learning environment and the results in English for Engineering students. The two-fold investigation aims to (1) evaluate the student’s satisfaction with mobile technology and (2) measure student learning with Nintendo DS. In the light of these hypotheses, the results show how the introduction of mobile devices can increase students’ interest and motivation in the learning process, fostering the integration of activities and increasing the academic performance of students.peerReviewe

Language learning through handheld gaming: a case study of an English course with engineering students

El siglo XXI es la generación de Digital Game-Based Learning, una generación que creció con las tecnologías y contribuyendo a la prevalencia de los juegos digitales [Chuang et al., 10]. Así, el uso de consolas portátiles (Nintendo DS o SONY PSP) para el entretenimiento en todas las edades ha aumentado dramáticamente, al igual que la disponibilidad de los juegos que satisfagan necesidades específicas, las necesidades o preferencias de los usuarios. Aunque este campo de aplicaciones no está exenta de limitaciones, tales como la conectividad, la facilidad de uso y limitaciones técnicas [Moisés, 08; Hussain y Adeeb, 09], el aprendizaje móvil está ahora en el programa a todos los niveles de la educación [Cheon et al., 12; Frohberg et al., 2009; Suki y Suki, 07]. En este estudio analizamos cómo Nintendo utiliza tecnología móvil para enseñar vocabulario, gramática, pronunciación, escritura y habilidades de escucha puede ayudar a mejorar el entorno de aprendizaje y los resultados en inglés para estudiantes de ingeniería. La doble investigación apunta a (1) evaluar la satisfacción del estudiante con la tecnología móvil y (2) medir el aprendizaje del estudiante con Nintendo DS. A la luz de estas hipótesis, los resultados muestran cómo la introducción de dispositivos móviles puede aumentar el interés de los alumnos y la motivación en el proceso de aprendizaje, fomentar la integración de actividades y aumentar el rendimiento académico de los estudiantes.The 21st century is the generation of Digital Game-Based Learning, a generation growing up with technologies and contributing to the prevalence of digital games [Chuang et al., 10]. Thus, the use of mobile consoles (Nintendo DS or SONY PSP) for entertainment at all ages has increased dramatically, as has the availability of games that meet specific needs, requirements or users preferences. Though this field of applications is not exempt from constraints such as connectivity, usability and technical limitations [Moses, 08; Hussain and Adeeb, 09], mobile learning is now on the agenda at all levels of education [Cheon et al., 12; Frohberg et al., 09; Suki and Suki, 07]. In this study we analyze how Nintendo mobile technology used to teach vocabulary, grammar, pronunciation, writing and listening skills can help to improve the learning environment and the results in English for Engineering students. The two-fold investigation aims to (1) evaluate the student’s satisfaction with mobile technology and (2) measure student learning with Nintendo DS. In the light of these hypotheses, the results show how the introduction of mobile devices can increase students’ interest and motivation in the learning process, fostering the integration of activities and increasing the academic performance of students.peerReviewe

STUDENTS’ PERSPECTIVES OF ONLINE ENGLISH LEARNING APPLICATIONS USE IN ENHANCING THEIR SPEAKING ABILITY AT SYSTEM INFORMATION DEPARTMENT

One of the factors that influenced in language learning was digital or online applications use.  Nowdays, students are commonly use their devices to enhance their language ability, especially in speaking ability. This research was conducted at English class of System Information Department students, Institute of Science and Technology of Padang Lawas Utara. First semester of System Information Department students were the respondents of this research. The survey investigated the following aspects, namely: preferences, actual use, ease of use, experience, and learning opportunities. Moreover, this research also investigated the students to share their positive and negative benefits of online English applications use in the classroom. There were 52 students completed the survey. The results showed that most of students viewed positively responding to the potential utilization and integration of online English applications use. However, there are some students expressed that the use of online English applications in language learning, especially to enhance their speaking ability did not give an efficient or effective method and did not get significant effect on their speaking ability in language learning class

Building a software service for mobile devices to enhance awareness in web collaboration

(c) 2014 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other users, 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 components of this work in other works.In this paper, we propose the construction of an effective event notification software service for mobile devices to provide anytime anywhere awareness to online work teams during Web collaboration. The software service is first designed to achieve the required flexibility to be used in different collaborative work situations, from professional work to informal communities of practice. Then, the building of our event-oriented service for mobile clients is reported from all the stages of our software engineering methodology and it is prototyped for evaluation purposes. We believe the outcomes of our approach will be very beneficial for achieving more productive and quality Web collaboration practices. The ultimate aim of this research is to provide software designers of Web collaboration tools and applications with general guidelines as for how to face common issues and challenges when incorporating a complete event management and notification system in their developments.Peer ReviewedPostprint (author's final draft