Using design-based research to develop a Mobile Learning Framework for Assessment Feedback

Students’ lack of engagement with their assessment feedback and the lack of dialogue and communication for feedback are some of the issues that affect educational institutions. Despite the affordance that mobile technologies could bring in terms of assessment feedback, research in this area is scarce. The main obstacle for research on mobile learning assessment feedback is the lack of a cohesive and unified mobile learning framework. This paper thus presents a Mobile Learning Framework for Assessment Feedback (MLFAF), developed using a design-based research approach. The framework emerged from the observation of, and reflection upon, the different stages of a research project that investigated the use of a mobile web application for summative and formative assessment feedback. MLFAF can be used as a foundation to study the requirements when developing and implementing wide-scale mobile learning initiatives that underpin longitudinal practices, as opposed to short-term practices. The paper also provides design considerations and implementation guidelines for the use of mobile technology in assessment feedback to increase student engagement and foster dialogic feedback communication channels

Mobile learning for delivering health professional education (protocol)

© 2015 The Cochrane Collaboration.This is the protocol for a review and there is no abstract. The objectives are as follows: The objective of this review is to evaluate the effectiveness of mLearning educational interventions for delivering pre-registration and post-registration healthcare professional education. We will primarily assess the impact of these interventions on students knowledge, skills, professional attitudes and satisfaction

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

User-Centered Context-Aware Mobile Applications―The Next Generation of Personal Mobile Computing

Context-aware mobile applications are systems that can sense clues about the situational environment and enable appropriate mechanisms of interaction between end users and systems, making mobile devices more intelligent, adaptive, and personalized. In order to better understand such systems and the potentials and barriers of their development and practical use, this paper provides a state-of-the-art overview of this emerging field. Unlike previous literature reviews that mainly focus on technological aspects of such systems, we examine this field mainly from application and research methodology perspectives. We will present major types of current context-aware mobile applications, and discuss research methodologies used in existing studies and their limitations, and highlight potential future research

Career Technical Education Teachers: Using Handheld Technology To Teach Essential Skills

This paper explores Career and Technical Education (CTE) teachers’ perspective of in-class use of handheld technology in learning environments with effective pedagogical practices that lead the way to improving classroom teaching. The technology for this study encompasses laptops, iPads, tablets, and cell phones, collectively referred to as “handhelds.” This study sought to consider teachers’ own experiences with the use of handheld technology devices in classrooms. The goal of this study was to examine how handheld devices provide a few ways or methods whereby technology can be integrated into curriculum design to help teacher-student interactions and in-class participation in order to promote a collaborative learning space that supports the students’ educational interests. Teachers with handhelds in classes may engage students effectively for learning and collaboration through the course content, using digital media to build collaborative learning environments. With handheld computers in class, the teacher can use different methods of teaching, including lectures, discussions, and small-group work to increase class participation (Sung, Chang, & Liu, 2016). Career and Technical Education (CTE) teachers use in-class handhelds as tools in constructive dialogue between teachers and students, thereby helping students to discover new meanings in their learning tasks. It can be used to help teachers meet their goals of helping students acquire in-depth knowledge of subject matter. The use of these technologies can create ways for teachers to engage students in learning in the classroom

Evaluation of iTunes University Courses Through Instructional Design Strategies and m-Learning Framework

As mobile learning technology promotes learning accessibility and flexibility, students benefit from social interactivity and connective learning process which will also foster students’ performance and satisfaction on learning content. The primary purpose of this research was to evaluate iTunes U courses based on instructional design strategies and the m-learning framework. A total of 27 iTunes U courses were selected and evaluated based on the following criteria: (a) The course is provided by institutions of higher education; (b) the course should include instructional design components. The results revealed that all courses scored notably higher means on Content Chunking and Objective and Content Structure. However, all courses were rated low mean scores on the Instructional Strategies categories of the following attributes: Learning Engagement, Feedback, and Evaluation. Moreover, the results revealed that all courses scored notably higher means on one of the m-learning framework which is Customisation and were rated low mean scores on the Conversation attribute. The overall conclusion of this study is that the selected iTunes U courses showed some strengths but considerable weaknesses in meeting the instructional design strategies and m-learning framework. Recommendations are provided for turning mundane courses into dynamic, user-friendly ones where students are excited about their learning

Transforming pedagogy using mobile Web 2.0

Blogs, wikis, podcasting, and a host of free, easy to use Web 2.0 social software provide opportunities for creating social constructivist learning environments focusing on student-centred learning and end-user content creation and sharing. Building on this foundation, mobile Web 2.0 has emerged as a viable teaching and learning tool, facilitating engaging learning environments that bridge multiple contexts. Today’s dual 3G and wifi-enabled smartphones provide a ubiquitous connection to mobile Web 2.0 social software and the ability to view, create, edit, upload, and share user generated Web 2.0 content. This article outlines how a Product Design course has moved from a traditional face-to-face, studio-based learning environment to one using mobile Web 2.0 technologies to enhance and engage students in a social constructivist learning paradigm. Keywords: m-learning; Web 2.0; pedagogy 2.0; social constructivism; product desig

Mobile Technology Integration for Teaching EFL/ESL: What Teachers Need to Know

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