Design and implementation of ad hoc classroom and eSchoolbag systems for ubiquitous learning

[[abstract]]This paper describes the design and implementation of a learning technology project. The purpose of this project is to develop advanced wireless technologies for building an ad hoc classroom in order to contrive a modern and new learning environment. A wireless platform is developed for teacher and students to establish a classroom dynamically irrespective of location and time bounds. As supported in a traditional classroom, we develop information technology to provide the teacher with teaching aids, such as blackboard, board rubber, colored chalk, microphone, voice recorder, video recorder, and so on, for course teaching and discussions in an ad hoc classroom. In addition, we provide students with an electronic schoolbag (or eSchoolbag) which packs electronic book, notebook, parents contact book, pencil case, writing materials, sheets, calculator, address book, and so on. Taking lessons in a lively, vivid, and new learning environment, students are expected to enhance their learning performance without any burden like attending classes physically. Moreover students get more flexible scope of learning at a convenient time.[[conferencelocation]]Växjö, Swede

Mobile Learning Application for Basic Router and Switch Configuration on Android Platform

AbstractThis paper presents the design and development of Mobile Learning Application for Basic Router and Switch Configuration on Android Platform using Java Programming Language to help students in computer networking courses at the Department of Computer Technology and Networking, Faculty of Computer and Mathematical Sciences, University of Technology Mara, Malaysia. Our approach is to incorporate multimedia animations concept with command langguage to create the pervasive learning environment in presenting the Router and Switch Configuration systematically. With this mobile learning application, student could learn at his or her own pace, anywhere and anytime. This mobile learning application intends to complement the current traditional classroom and e-learning systems. Initial testing has shown that a well-presented multimedia animations capability that is delivered through a mobile phone has a great potential to promote and enhance learning process

ESEIG Mobile: an m-learning approach in a superior school

In recent years, mobile learning has emerged as an educational approach to decrease the limitation of learning location and adapt the teaching-learning process to all type of students. However, the large number and variety of Web-enabled devices poses challenges for Web content creators who want to automatic get the delivery context and adapt the content to mobile devices. This paper studies several approaches to adapt the learning content to mobile phones. It presents an architecture for deliver uniform m-Learning content to students in a higher School. The system development is organized in two phases: firstly enabling the educational content to mobile devices and then adapting it to all the heterogeneous mobile platforms. With this approach, Web authors will not need to create specialized pages for each kind of device, since the content is automatically transformed to adapt to any mobile device capabilities from WAP to XHTML MP-compliant devices

A Framework for Measuring the Usability Issues and Criteria of Mobile Learning Applications

With the continuing growth of mobile devices outpacing that of desktops and laptops, mobile devices have become the new personal computer. These devices have become increasingly sophisticated and extremely powerful in the last few years. Substantial work has been done to measure mobile applications’ level of quality; many researchers have attempted to figure out why certain applications fail and others succeed. In this thesis, a conceptual framework for measuring the quality aspects and criteria of m-learning is produced. Furthermore, a software prototype application for smartphones to assess usability issues of m-learning applications has been designed and implemented. This prototype application is developed using Java language and the Android Software development Kit, such that the recommended guidelines of the proposed framework are maintained. A questionnaire survey was conducted at Western University with approximately 96 undergraduate software engineering students. Five identical smartphones are used to evaluate the developed prototype in terms of ease of use, user satisfaction, attractiveness and learnability

Automatic detection of learner-style for adaptive eLearning

The advent of modern wireless technologies has seen a shift in focus towards the design and development of educational systems for deployment through mobile devices. The use of mobile phones, tablets and Personal Digital Assistants (PDAs) is steadily growing across the educational sector as a whole. Mobile learning (mLearning) systems developed for deployment on such devices hold great significance for the future of education. However, mLearning systems must be built around the particular learner’s needs based on both their motivation to learn and subsequent learning outcomes. This thesis investigates how biometric technologies, in particular accelerometer and eye-tracking technologies, could effectively be employed within the development of mobile learning systems to facilitate the needs of individual learners. The creation of personalised learning environments must enable the achievement of improved learning outcomes for users, particularly at an individual level. Therefore consideration is given to individual learning-style differences within the electronic learning (eLearning) space. The overall area of eLearning is considered and areas such as biometric technology and educational psychology are explored for the development of personalised educational systems. This thesis explains the basis of the author’s hypotheses and presents the results of several studies carried out throughout the PhD research period. These results show that both accelerometer and eye-tracking technologies can be employed as an Human Computer Interaction (HCI) method in the detection of student learning-styles to facilitate the provision of automatically adapted eLearning spaces. Finally the author provides recommendations for developers in the creation of adaptive mobile learning systems through the employment of biometric technology as a user interaction tool within mLearning applications. Further research paths are identified and a roadmap for future of research in this area is defined

Augmented Reality and Context Awareness for Mobile Learning Systems

Learning is one of the most interactive processes that humans practice. The level of interaction between the instructor and his or her audience has the greatest effect on the output of the learning process. Recent years have witnessed the introduction of e-learning (electronic learning), which was then followed by m-learning (mobile learning). While researchers have studied e-learning and m-learning to devise a framework that can be followed to provide the best possible output of the learning process, m-learning is still being studied in the shadow of e-learning. Such an approach might be valid to a limited extent, since both aims to provide educational material over electronic channels. However, m-learning has more space for user interaction because of the nature of the devices and their capabilities. The objective of this work is to devise a framework that utilises augmented reality and context awareness in m-learning systems to increase their level of interaction and, hence, their usability. The proposed framework was implemented and deployed over an iPhone device. The implementation focused on a specific course. Its material represented the use of augmented reality and the flow of the material utilised context awareness. Furthermore, a software prototype application for smart phones, to assess usability issues of m-learning applications, was designed and implemented. This prototype application was developed using the Java language and the Android software development kit, so that the recommended guidelines of the proposed framework were maintained. A questionnaire survey was conducted at the University, with approximately twenty-four undergraduate computer science students. Twenty-four identical smart phones were used to evaluate the developed prototype, in terms of ease of use, ease of navigating the application content, user satisfaction, attractiveness and learnability. Several validation tests were conducted on the proposed augmented reality m-learning verses m-learning. Generally, the respondents rated m-learning with augmented reality as superior to m-learning alone

Modelling of the relationships between Mobile Device Technologies (MDTs) and UK educational practices

This study investigates the state of the art of the concept and practice of Mobile Learning (ML) and the integration of Mobile Device Technologies (MDTs) in educational processes. Using a combination of techniques from Requirement Engineering (RE) and Agent Oriented Software Engineering (AOSE), the domain is explored and analysed for ongoing effectiveness and sustainability. Impressive advances in MDTs have made them pervasive and entrenched in many cultures, systems and in everyday living. In the last decade, the emergent of mobile / handheld devices, and subsequently, wireless technology standards have given rise to the concept of ML. Although MDT was seen by many early on as part of the solutions for learning transformation, quantifying benefits and placement in teaching and learning, either to achieve learning objectives or enhance the process remain problematic. In spite of efforts in the last decade by researchers and educators, expected potentials for learning mobility and adaptability resulting from their use are largely unfulfilled. Rapid changes in development and manufacture also continue to present additional challenges. Most research studies typically employ the approach of evidencing benefits through usage implementations and experimentation. In the review of this thesis, application of techniques provided in domain neutral RE and AOSE disciplines for specifying goals and requirements for complex systems is proposed. Alignment with teaching and learning strategies as well as institutional goals and strategies is considered essential for successful integration in any learning institution. Consequently, this review advocate strategies for alignment through elicitation and modelling techniques of RE and AOSE disciplines. Requirement elicitation is carried out using a mixed methods of inquiry comprising of four phases in sequential & parallel investigations. Phase I involves literature / citation report analysis / systematic review and quantitative survey. Secondary quantitative data is also sought during this phase. Phase II includes further in-depth quantitative and qualitative study. Questions used during this phase are designed from issues arising in Phase I. Phase III comprises of targeted studies among stakeholders in Higher Educational Institutions (HEIs), allowing for comparison of underpinning policies, cultures and practices; gaining an understanding of the concept and influential factors. Data gathering techniques include surveys, observations, interviews and focus group sessions. Using both sequential and parallel mixed method of enquiry afford opportunities to establish a frame of reference and analyse opinions within the domain among relevant stakeholders: students, academics / educators, those in the role of learning support and governance and IT support personnel. The survey is analysed using descriptive statistical analysis techniques, also involving comparison of responses from all participating groups. Qualitative data is analysed using thematic methods The review of this thesis contributes to the body of knowledge on ML as a concept and practice, evaluating definitions, frameworks and practices as relating to HEIs for the most part. Approaches to integration by selected HEIs are explored and analysed for effectiveness. A series of models is created illustrating the use of RE and AOSE techniques to align ML system requirements with organisational goals and strategies. Outcomes from the review will make it possible to advance research and knowledge forward for the practice of ML and integration of MDTs in educational processes

System support for client-server based interactive applications in ad hoc networks

With the emergence of wireless communications and mobile computing. new ways for people to interact with each other and their surrounding environment are emerging. Mobile devices, such as Personal Digital Assistants (PDAs) with wireless communication interfaces are able to communicate directly with each other if they are "close enough". If such devices are also able to act as message relays (routers), then a very powerful facility in the form of a mobile ad hoc network can be made available to applications. Although present day PDAs have sufficient networking and processing capabilities to support interesting interactive applications, as yet, there is hardly any software available for constructing and maintaining ad hoc networks and not many practical interactive applications have been built and tested. Rather, much of the research work is still at simulation and modelling stage. Thus it is difficult at this stage to decide what system support (middleware) for interactive applications a PDA should contain. This work is a step in the direction of remedying the situation by considering a class of applications where interactions between users can be supported by one of the nodes in the ad hoc network acting as a server. The thesis presents the design, implementation and evaluation of three such applications on PDAs, and based on that experience, describes what system support (middleware) for such applications is required. These applications are: Auction, Bingo game and Chatting that work over ad hoc networks. The work presented here can be used as a basis for deciding how the current generation of PDA operating systems can be extended for supporting ad hoc networking and what additional services are required for interactive applications.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Constructionism through mobile interactive knowledge elicitation (MIKE) in human-computer interaction

Mobile computing holds significant as-yet unknown applications of interest in the field of Cyberscience (e-Science) methods. This thesis provides a diverse exploration into the advancement of HC1 theory through the development and testing of mobile cyberscience tools. This is done by synthesising new metrics from learning epistemologies, with the benefits that can be provided by mobile computing solutions. This thesis aims to explore how mobile cyberscience can improve HCI knowledge elicitation (KE) methods. A review of the current state of the art in mobile computing and mobile HCI demonstrates that there is very little reported research in the direction of applying mobile computing to HCI theory (rather than the reverse which is demonstrated to be significantly considered in academia). This motivates a review of the current methods and cyberscience-based tools in the domain of KE in HCI, with several prototype mobile tool designs discussed. A review of candidate grounding theories in pedagogical epistemologies is then covered to build a theoretical foundation for this work. This facilitates the acquisition of a mobile-applicable investigation candidate, namely Constructionism theory, for software modelling in mobile computing methods in HCI KE. A framework for investigating constructionism is designed and presented, describing three key models that extend the domain of HCI KE theory. Through the design, implementation and testing (both expert and user testing) of several mobile computing tools for HCI KE, termed MIKE (Mobile Interactive Knowledge Elicitation) tools, these three key models of constructionism are explored through empirical research and are reported in this thesis as separate case studies. Case study 1 investigates the use of inert constructionism through the use of card sorting. Case Study 2 investigates the use of semi-dynamic constructionism through the use of affinity diagramming. Case Study 3 investigates the use of dynamic constructionism, through the use of low fidelity paper prototyping. The findings from these case studies indicate that mobile cyberscience has a significant scope for application in the practice of current-day HCI methods, and that new qualitative measures in HCI can be acquired through mobile cyberscience tools. There are three main contributions of this thesis that provide practitioners, educators and researchers in HCI with new knowledge. Firstly, the fields of mobile computing and mobile HCI are expanded with the empirically tested simulation of the techniques of card sorting, affinity diagramming and low-fidelity paper prototyping in HCI theory through mobile software. Secondly, a developed framework of constructionism theory successfully enhances the field of HCI KE, contributing to the growth of grounding theories in the field of HCI through the findings of three separately reported case studies. Lastly, cyberscience research for HCI has been given an expansion of research in the area of augmenting HCI with mobile computing. This is achieved through the user centred design, development and user testing of several mobile tools incorporating facilities unique to HCI practitioners, educators and researchers, leading to several related peer-reviewed publications

Investigating the potential for new media and new technologies in design and technology undergraduate education

Investigating Potential for New Media & New Technologies in Design & Technology Undergraduate Education This research explores potential for New Media and New Technology (NM & NT) in the Design School at Loughborough University. Using action research to investigate potential, this research develops a new way of managing inquiry based on Susman and Evered s five cycles of action research (Susman and Evered, 1978). In particular, it extends the double- helix metaphor (Dick, 2000) for action research. This new way of conducting action research looks at educational and IT- based aspects; in particular, developing strategies, guidelines and materials for implementing video podcasting (Vodcasting) and Really Simple Syndication (RSS) into Design School undergraduate modules. In looking at potential, the research involved 6 lecturer s interviews and thematic analysis. Findings suggest that limitations to the current uses of NM & NT related to lecturers lack of skills in NM & NT and scepticism about what the benefits might be. Some recognised potential for NM & NT to manage module administration. One lecturer wanted to stop students using dubious sources from the Internet for assessment on a Sustainable Design module. This led to using RSS to resolve this problem in a mobile learning scenario. In this research, 98 D and T students were surveyed to identify current uses of mobile technology. Results suggested that students would like module content streamed to their mobile device. Lecturers too could see benefits for NM & NT, if they stopped lecturers from having to repeat themselves to students. This led to using Vodcasting to resolve this problem in a mobile learning scenario. Video observational data was collected from 6 students using RSS to perform mobile learning tasks for a Sustainable Design module. The findings suggested that the technology at the time of study was not quite up to the task, although some NM & NT learning resources relating to Sustainable Design were found by students using RSS. Similarly, video observation data was collected from 4 students using Vodcasts to design electronic circuits. Findings showed more technological competence with this technology and students suggested future modules where this type of NM & NT would have further educational potential. Through exploring potential, this research develops new strategies, guidelines and materials for design and technology educators. This research reveals the educational benefits of Vodcasting and RSS in labs and workshops, and concludes that there is potential for NM & NT in D and T education