Developing and Applying Smartphone Apps in Online Courses

Online courses provide students flexible access to class at anytime and anywhere. Most online courses currently rely on computer-based delivery. However, computers still burden instructors and students with limited mobility and flexibility. To provide more convenient access to online courses, smartphones have been increasingly adopted as a mobile method to access online courses. In this paper, we share our practical experience in designing and developing a smartphone platform for accessing online courses. The main contributions of this paper include: 1) we present the main technical issues of applying smartphones to online courses; 2) we discuss several key factors of designing, developing and delivering online courses that support smartphone access

Block-Based Development of Mobile Learning Experiences for the Internet of Things

The Internet of Things enables experts of given domains to create smart user experiences for interacting with the environment. However, development of such experiences requires strong programming skills, which are challenging to develop for non-technical users. This paper presents several extensions to the block-based programming language used in App Inventor to make the creation of mobile apps for smart learning experiences less challenging. Such apps are used to process and graphically represent data streams from sensors by applying map-reduce operations. A workshop with students without previous experience with Internet of Things (IoT) and mobile app programming was conducted to evaluate the propositions. As a result, students were able to create small IoT apps that ingest, process and visually represent data in a simpler form as using App Inventor's standard features. Besides, an experimental study was carried out in a mobile app development course with academics of diverse disciplines. Results showed it was faster and easier for novice programmers to develop the proposed app using new stream processing blocks.Spanish National Research Agency (AEI) - ERDF fund

MOBILE ASSISTED LANGUAGE LEARNING (MALL):Teacher uses of smartphone applications (apps) to support undergraduate students’ English as a Foreign Language (EFL) vocabulary development

The purpose of this study is to highlight how smartphones, specifically smartphone applications, can be integrated into the vocabulary development of adult English as Foreign Language (EFL) learners in an English for Academic Purposes (EAP) or English for Academic Studies (EAS) context. In the literature on Mobile Assisted Language Learning (MALL), it is largely claimed that the development of language-related technology is on the increase and that the number of tech-savvy students will also grow in the future. These ubiquitous tools, which may also be defined as widely-used, could potentially improve teaching and learning outcomes in vocabulary development, especially through applications installed on smartphones. However, schools and other higher education institutes have not yet fully integrated these devices into their courses and have mostly perceived them as distractors. Moreover, there is limited research on how smartphones could be utilised sensibly, both inside and outside the classroom. This study, therefore, aims to explore methods and approaches which could facilitate vocabulary development and pre-teach EAP words outside the classroom through smartphone applications, while saving in-class time for other activities. The focus in the present study is on vocabulary development, as it is considered to be a priority area in language learning. The majority of language teachers and applied linguistic researchers have recognised the importance of vocabulary learning and aim to promote it further. McCarthy (1990) promotes the idea further, stating that the single, biggest component of any language course through the experience of most language teachers is vocabulary. It is the knowledge of words, which expresses a wide range of meaning. The participants in the present study were required to develop their academic vocabulary, this being a common problem area for EFL learners. Academic vocabulary development is important for them, because when submitting academic assignments, learners have a pressing need to use advanced level academic vocabulary items. This study was conducted using a case-study approach focusing on 20 EFL students at a university in Britain who were attending Pre-sessional EAP classes during the period of the study. Uses of smartphone applications were developed by the teacher, who also acted as the researcher in this study. The focus has been on the students’ perceptions, opinions and overall experience of using these smartphone applications in their EAP vocabulary development, as well as how effective they were. The intention was to discover how the tools can be incorporated into the learning process. The data were collected through questionnaires, a pre-test and a post-test, interviews, diaries and the researcher’s logbook. The latter included a written report of the students’ daily activities and learning experiences, their challenges and success/lack of success in learning. The study provides a rich description and analysis of the effectiveness of smartphone applications in vocabulary development mainly through qualitative data analysis. Limited use of quantitative analysis is made when reporting through numbers and percentages as well as displaying figures. It is anticipated that the results of the study will help to determine the appropriate use of smartphone applications in the vocabulary development of adult EFL students

Get yourself connected: conceptualising the role of digital technologies in Norwegian career guidance

This report outlines the role of digital technologies in the provision of career guidance. It was commissioned by the c ommittee on career guidance which is advising the Norwegian Government following a review of the countries skills system by the OECD. In this report we argue that career guidance and online career guidance in particular can support the development of Norwa y’s skills system to help meet the economic challenges that it faces.The expert committee advising Norway’s Career Guidance Initiativ

Smartphones Adoption and Usage of 50+ Adults in the United Kingdom

This is an Accepted Manuscript of a book chapter published by Routledge in Jyoti Choudrie, Sherah Kurnia, and Panayiota Tsatsou, eds., Social Inclusion and Usability of ICT-enabled Services, on October 2017, available online at: https://www.routledge.com/Social-Inclusion-and-Usability-of-ICT-enabled-Services/Choudrie-Kurnia-Tsatsou/p/book/9781138935556. Under embargo until 30 April 2019.Peer reviewedFinal Accepted Versio

Teaching and Learning Physics with Smartphones

Innovación EducativaThe use of mobile technologies is reshaping how to teach and learn. In this paper the authors describe their research on the use of these technologies to teach physics. On the one hand they develop mobile applications to complement the traditional learning and to help students learn anytime and anywhere. The use of these applications has proved to have very positive influence on the students’ engagement. On the other hand, they use smartphones as measurement devices in physics experiments. This opens the possibility of designing and developing low cost laboratories where expensive material can be substituted by smartphones. The smartphones’ sensors are reliable and accurate enough to permit good measurements. However, as it is shown with some examples, special care must be taken here if one does not know how these apps used to access the sensors’ data are programmed

eLearning resources to supplement postgraduate neurosurgery training.

BACKGROUND: In an increasingly complex and competitive professional environment, improving methods to educate neurosurgical residents is key to ensure high-quality patient care. Electronic (e)Learning resources promise interactive knowledge acquisition. We set out to give a comprehensive overview on available eLearning resources that aim to improve postgraduate neurosurgical training and review the available literature. MATERIAL AND METHODS: A MEDLINE query was performed, using the search term "electronic AND learning AND neurosurgery". Only peer-reviewed English-language articles on the use of any means of eLearning to improve theoretical knowledge in postgraduate neurosurgical training were included. Reference lists were crosschecked for further relevant articles. Captured parameters were the year, country of origin, method of eLearning reported, and type of article, as well as its conclusion. eLearning resources were additionally searched for using Google. RESULTS: Of n = 301 identified articles by the MEDLINE search, n = 43 articles were analysed in detail. Applying defined criteria, n = 28 articles were excluded and n = 15 included. Most articles were generated within this decade, with groups from the USA, the UK and India having a leadership role. The majority of articles reviewed existing eLearning resources, others reported on the concept, development and use of generated eLearning resources. There was no article that scientifically assessed the effectiveness of eLearning resources (against traditional learning methods) in terms of efficacy or costs. Only one article reported on satisfaction rates with an eLearning tool. All authors of articles dealing with eLearning and the use of new media in neurosurgery uniformly agreed on its great potential and increasing future use, but most also highlighted some weaknesses and possible dangers. CONCLUSION: This review found only a few articles dealing with the modern aspects of eLearning as an adjunct to postgraduate neurosurgery training. Comprehensive eLearning platforms offering didactic modules with clear learning objectives are rare. Two decades after the rise of eLearning in neurosurgery, some promising solutions are readily available, but the potential of eLearning has not yet been sufficiently exploited

From gimmick to game-changer : a study on the use smartphones to expand access to higher education in sub-Saharan Africa : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Information Technology at Massey University, New Zealand

Today, blended university courses are designed with an unspoken assumption that students will use desktop PCs and laptops for online learning. Recent studies regarding smartphone usage in educational settings explore ways to adapt desktop PC and laptop content for viewing on smartphones; however, the impact of these studies is limited. Smartphones are still subservient to conventional platforms. While this is not an issue in developed countries, it is problematic for developing countries in sub-Saharan Africa. Only 20% of the population in sub-Saharan Africa own desktop PCs and laptops compared to 80% smartphone ownership. The dearth of these conventional platforms means many learners in sub-Saharan Africa are excluded from the benefits of blended learning. This research took the first steps to explore whether a student who owns a smartphone and does not have access to a desktop PC or laptop can successfully participate in a blended university course. Shaped by the pragmatist philosophical perspective, the research utilised a mixed-methods case study design. The case examined was Tom Mboya University College (TMUC), a Kenyan public university that exclusively offers on-campus courses. The research progressed in four phases: a feasibility study; survey with students (n = 114); interviews with lecturers (n = 17); and beta-testing of a smartphone-supported blended course with students. Results indicate that smartphones could provide a viable learning platform. Key findings identify that TMUC students and lecturers value smartphone-supported learning due to its ability to enhance collaborative learning activities. Furthermore, the results led to the development of a novel framework entitled ‘Smartphone Only Learning Environment’ (SOLE), that provides guidelines on how teachers can deliver blended university courses solely to smartphones.The research implication is three-fold: First, it facilitates introduction of blended learning in extraordinarily resource-constrained public universities of sub-Saharan Africa. Second, it provides the foundations for critical discussions on smartphone-supported online learning policies; notably, discussions about supporting teachers by providing an institution LMS are necessary. Finally, underpinned by the collectivist culture of sub-Saharan Africa, this research showcases opportunities for educators around the world to uncover learning theories that focus on more collaborative forms of blended learning

The ICT Business: smartphones and the integration of refugees in Europe

This dissertation focuses on the issue of refugees’ integration in Europe, taking into account new forms of humanitarian support related to Information and Communication Technologies. Although the number of refugees in Europe is negligible in comparison with the rest of the European population, their arrival has led, in a society that is increasingly technological and networked, to the creation of a great number of new technologies in order to support the integration of refugees in resettlement countries. Among these, applications for smartphones created with this specific purpose stand out. Through 12 interviews to refugees resettled in eight European countries, and complemented by three interviews with privileged informants and a survey of five apps for refugees, this thesis aims to understand if ICT is important in their integration and if, in fact, they use the platforms created to help them with this process.A presente dissertação foca-se na questão da integração dos refugiados na Europa, tendo em vista novas formas de apoio humanitário relacionadas com a área das Tecnologias de Informação e Comunicação. Apesar do número de refugiados na Europa ser um valor irrisório em comparação com o resto da população Europeia, a sua chegada levou a que, numa sociedade cada vez mais tecnológica e em rede, se criassem diversas tecnologias para apoiar a integração de refugiados nos países de acolhimento. Destas destaca-se o aparecimento de aplicações para "smartphones" criadas com este propósito específico. Através de 12 entrevistas a refugiados residentes em oito países europeus, complementadas por três entrevistas a informantes privilegiados e recolha de informação acerca de cinco apps criadas para refugiados, esta tese pretende verificar se as novas tecnologias são importantes na integração destes e se, de facto, eles recorrem às plataformas criadas com o objetivo de os ajudar neste processo