23,186 research outputs found
Roots Reloaded. Culture, Identity and Social Development in the Digital Age
This edited volume is designed to explore different perspectives of culture, identity and social development using the impact of the digital age as a common thread, aiming at interdisciplinary audiences. Cases of communities and individuals using new technology as a tool to preserve and explore their cultural heritage alongside new media as a source for social orientation ranging from language acquisition to health-related issues will be covered. Therefore, aspects such as Art and Cultural Studies, Media and Communication, Behavioral Science, Psychology, Philosophy and innovative approaches used by creative individuals are included. From the Aboriginal tribes of Australia, to the Maoris of New Zealand, to the mystical teachings of Sufi brotherhoods, the significance of the oral and written traditions and their current relation to online activities shall be discussed in the opening article. The book continues with a closer look at obesity awareness support groups and their impact on social media, Facebook usage in language learning context, smartphone addiction and internet dependency, as well as online media reporting of controversial ethical issues. The Digital progress has already left its dominating mark as the world entered the 21st century. Without a doubt, as technology continues its ascent, society will be faced with new and altering values in an effort to catch-up with this extraordinary Digitization, adapt satisfactorily in order to utilize these strong developments in everyday life
Mobilizing learning: mobile Web 2.0 scenarios in tertiary education
Based upon three years of mobile learning (mlearning) projects, a major implementation project has
been developed for integrating the use of mobile web 2.0 tools across a variety of departments and
courses in a tertiary education environment. A participatory action research methodology guides and
informs the project. The project is based upon an explicit social constuctivist pedagogy, focusing on
student collaboration, and the sharing and critique of student-generated content using freely available
web 2.0 services. These include blogs, social networks, location aware (geotagged) image and video
sharing, instant messaging, microblogging etc… Students and lecturers are provided with either an
appropriate smartphone and/or a 3G capable netbook to use as their own for the duration of the
project. Keys to the projects success are the level of pedagogical and technical support, and the level
of integration of the tools into the courses – including assessment and lecturer modelling of the use of
the tools. The projects are supported by an intentional community of practice model, with the
researcher taking on the role of the “technology steward”. The paper outlines three different scenarios
illustrating how this course integration is being achieved, establishing a transferable model of mobile
web 2.0 integration and implementation. The goal is to facilitate a student-centred, collaborative,
flexible, context-bridging learning environment that empowers students as content producers and
learning context generators, guided by lecturers who effectively model th
Engaging students with mobile web2.0.
Abstract: Blogs, wikis, podcasting, and a host of free, easy to use web2.0 social software provide opportunities for creating social constructivist learning environments focusing upon student-centred learning and end-user content creation and sharing. Building on this foundation, mobile web2.0 has emerged as a viable teaching and learning environment, particularly with the advent of the iPhone (Nicknamed “the Jesus phone” (Goldman, 2007)) and iPod Touch. Today’s wifi enabled smartphones provide a ubiquitous connection to mobile web2.0 social software and the ability to view, create, edit and upload user generated web2.0 content. This paper outlines how mobile web2.0 technologies can be harnessed to enhance and engage students in a social constructivist learning environment. Examples of student and teaching staff feedback are drawn from several mobile learning trials that have been conducted at Unitec New Zealand. Additionally the presentation will involve mobile web2.0 demonstrations and facilitate a discussion around the practicalities of integrating and supporting mobile web2.0 within a tertiary course
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Context-awareness for mobile sensing: a survey and future directions
The evolution of smartphones together with increasing computational power have empowered developers to create innovative context-aware applications for recognizing user related social and cognitive activities in any situation and at any location. The existence and awareness of the context provides the capability of being conscious of physical environments or situations around mobile device users. This allows network services to respond proactively and intelligently based on such awareness. The key idea behind context-aware applications is to encourage users to collect, analyze and share local sensory knowledge in the purpose for a large scale community use by creating a smart network. The desired network is capable of making autonomous logical decisions to actuate environmental objects, and also assist individuals. However, many open challenges remain, which are mostly arisen due to the middleware services provided in mobile devices have limited resources in terms of power, memory and bandwidth. Thus, it becomes critically important to study how the drawbacks can be elaborated and resolved, and at the same time better understand the opportunities for the research community to contribute to the context-awareness. To this end, this paper surveys the literature over the period of 1991-2014 from the emerging concepts to applications of context-awareness in mobile platforms by providing up-to-date research and future research directions. Moreover, it points out the challenges faced in this regard and enlighten them by proposing possible solutions
Social media in the english classroom: a study on the use of whatsapp messenger by english teaching training program students of Universidad Andrés Bello Casona de Las Condes campus
Tesis (Profesor de InglĂ©s para la Enseñanza Básica y Media y al grado acadĂ©mico de Licenciado en EducaciĂłn)The reason behind the use of WhatsApp Messenger (WM) by the English Teaching Training Program (ETTP) students and its possible effects on their engagement is a problem that has not been addressed in the Chilean context. The present study was designed to fill this gap. The purpose of this study was to examine the dynamics of the English class regarding the use of mobile devices. Moreover, this study aimed at examining the reasons behind the use of WM by ETTP students of UNAB Casona Las Condes Campus and its possible effects on their engagement in the English class. The method used in this investigation followed the characteristics of a sequential explanatory design. The results were obtained through two observations, a questionnaire, and a focus group. This research study concluded that the use of smartphones and specifically WM has grown exponentially as it is constantly affecting our daily routine and habits, and also what happens inside the classroom. The results revealed there were several themes attributed to disengagement that might trigger students to use WM in the English class, such as boredom, short attention span, and demotivation.Las razones de los estudiantes de PedagogĂa en InglĂ©s para usar WhatsApp Messenger (WM) y sus posibles efectos sobre el involucramiento que estos tienen en las clases de inglĂ©s es un problema que aĂşn no ha sido tratado en el contexto chileno. El presente estudio fue diseñado para suplir esta falencia. El propĂłsito de esta investigaciĂłn fue examinar las dinámicas de la clase de inglĂ©s en relaciĂłn con el uso de dispositivos mĂłviles. Además, este estudio tenĂa el propĂłsito de examinar las razones de los estudiantes de PedagogĂa en InglĂ©s de UNAB Campus Casona de Las Condes para usar WM y los posibles efectos que su involucramiento pudiera tener en la sala de inglĂ©s. El mĂ©todo usado en esta investigaciĂłn siguiĂł las caracterĂsticas de un diseño secuencial explanatorio. Los resultados se obtuvieron a travĂ©s de dos observaciones, un cuestionario y un grupo focal. Este estudio de investigaciĂłn nos permitiĂł concluir que el uso de smartphones y especĂficamente el uso de WM han crecido de forma exponencial de manera que este afecta constantemente nuestras rutinas diarias y hábitos. Los resultados revelaron que existen varios temas que se pueden atribuir al desenganche y que pueden causar que los estudiantes usen WM en la clase de inglĂ©s, como el aburrimiento, el corto periodo de concentraciĂłn y la desmotivaciĂłn
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