The new literacies of mobile learning

This study, which is based on a comprehensive literature review, brings together several strands of research to examine the literacy implications of mobile learning. It begins with an overview that provides popular definitions and examples, a history of the development of mobile learning, and a brief examination of its major claims and challenges. This is followed by a review of emerging theories of mobile learning, with an emphasis on how it can be distinguished from elearning and on how it relates to other forms of learning. The literacy discussion begins with an introduction to the socio-cultural model of literacy, followed by an analysis of research that demonstrates the social, cultural and epistemological challenges of digitally based learning and, by extension, mobile learning. The review concludes with research on readiness for mobile learning, attempting to balance its potential for enriching and empowering some learners with the risk that it will alienate and disable other

A Review of the Open Educational Resources (OER) Movement: Achievements, Challenges, and New Opportunities

Examines the state of the foundation's efforts to improve educational opportunities worldwide through universal access to and use of high-quality academic content

Facing the Challenge of Mobile Technology: A Seminar on Strengthening Intimacy in Families at the Hendersonville Seventh-day Adventist Church

The Problem The new wave of smartphones and other forms of mobile technology presents an always available Internet connection that is hard for many families to manage. Without sufficient awareness of technology\u27s subtle impact on relationships and without appropriate boundaries, many suffer loss of face-to-face interaction, communication and intimacy within their family circles. The Method The purpose of this project was to investigate whether a five-session educational seminar would create greater awareness and motivate changes in mobile technology usage that is seen as beneficial to parents and family. The Results Of the 11 families who committed to coming to the five-session educational seminar, eight were able to attend all five sessions. A comparison of pre-interviews and post-interviews determined that the seminar was useful in raising awareness, stimulating more responsible use of mobile technology, and encouraging families toward deeper levels of intimacy. As a result of the many tools placed in the hands of the parents, members of each family made some type of change in their mobile technology usage and felt better equipped to talk with their children and each other about appropriate parameters. Conclusions This educational experience for the Hendersonville Seventh-day Adventist Church was useful in raising awareness regarding the advantages and dangers of mobile technology. Participants gained not only insights and practical skills in Internet management but greater understanding of their family dynamics as well as enhanced skill in dialogue and communication with each other

Better e-Learning for innovation in education

This book is an output from the ERASMUS+ project number 2015-1-TR01-KA204-021954 under the name 'Better e-Learning for All' (Project acronym: Better-E)This book - "Better e-Learning for Innovation in Education" - intends to provide an overview of the most important issues that relate Education through e-Learning and Pedagogical Innovation.Acknowledgements: The research leading to these results has received funding from the European Community's ERASMUS+ PROGRAMME under grant agreement no. 2015-1-TR01-KA204-021954 “Better e-Learning for All”.info:eu-repo/semantics/publishedVersio

Awakening The Potential of Positive Computing: A Transversal, Heliotropic Design Paradigm for Human Flourishing

Positive Computing literature does not consider the complex implications stemming from the evidence of computing technologies’ harmful effects. Moreover, present approaches to integrating well-being science into the design of interactive systems are built on deficit-oriented models. In response, a transversal, social constructionist paradigm of Positive Computing sensitive to the social complex and views technology as a part ofcivilization as a living, human construction is explored as a means of advancing the Positive Computing domain. The work argues the well-being of civilization needs to be routinely re-secured through the development of a metacognitive, affirmative competency that recognizessocial systems as capable of creating their own realities. To effectuate the change, adoption of an integral awareness of the socio-technical complex and a new, positively oriented model of design for interactive computing technologies are proposed

Practical, appropriate, empirically-validated guidelines for designing educational games

There has recently been a great deal of interest in the potential of computer games to function as innovative educational tools. However, there is very little evidence of games fulfilling that potential. Indeed, the process of merging the disparate goals of education and games design appears problematic, and there are currently no practical guidelines for how to do so in a coherent manner. In this paper, we describe the successful, empirically validated teaching methods developed by behavioural psychologists and point out how they are uniquely suited to take advantage of the benefits that games offer to education. We conclude by proposing some practical steps for designing educational games, based on the techniques of Applied Behaviour Analysis. It is intended that this paper can both focus educational games designers on the features of games that are genuinely useful for education, and also introduce a successful form of teaching that this audience may not yet be familiar with

A framework for providing mobile centric services to students at higher education institutions : the case of open distance learning

In developing countries, the mobile phone market has matured in terms of subscription, penetration and mobile centric1 services. In turn, people have integrated mobile phones into their daily lives. The interaction opportunities that have evolved in business and social life have given students at Higher Educational Institutions (HEIs) grounds to anticipate similar opportunities within their learning environments. In the context of developing countries, students primarily access information through mobile phones and there seems to be a disconnection between how HEI provide informational services and how students want to access the services. Therefore, HEIs are challenged with shifting from their traditional information distribution practices into integrating mobile centric services. Literature describes several models of providing mobile centric services in learning settings but there is a paucity of research that address the disconnection between students’ mobile centric needs and expectations against the HEIs’ provision of such services. Therefore, this study proposes a Framework for providing mobile centric services to students at HEIs in Open Distance e-Learning (ODeL) context in South Africa. The potential contribution of the framework is that it can facilitate strategic planning and implementation of mobile centric services whilst ensuring the needed synergies with students and academics. The research is grounded in interpretive philosophy and was undertaken as a single case study. The case study employed mixed method design for data collection. The advantage of mixed method design is that it enables both qualitative and quantitative data to be collected from a variety of sources and triangulation of results to get a complete picture of the phenomenon under study. The research was undertaken in four phases. Phase 1 of the study was a literature analysis carried out to identify the components for providing mobile centric services that facilitate students with information access and interaction. The objective was to provide a conceptual framework that would direct the search for evidence and organise the results. Phase 2 of the study employed the conceptual framework developed in Phase 1 to identify the units of analysis and to design the data collection instruments. Phase 3 of the study focused on collecting data within a single case study with embedded units of analysis. Data collection included Policy document analysis, Tool observation analysis, Student surveys and Lecturer interviews. The data collected from the case study was analysed with the view of enhancing the components of the conceptual framework developed in Phase 1. The enhancement of the components of the conceptual framework carried out in Phase 3 directed the development of the Framework for providing mobile centric services to students at HEIs in ODeL context in South Africa as presented in Phase 4. This adds new knowledge in addressing the literature gap between the mobile centric needs and expectations of students and the provision of mobile centric services at HEIs. The framework has practical value in that its components can guide HEIs in determining the mobile centric readiness of their institutions, the needs of the stakeholders, the context of use, the identification of mobile centric resources and the managing of constraints. Mobile centric refers to the preference of accessing and interacting with information services through a mobile device such as a mobile phone.ComputingPh. D. (Information Systems

The Negative Impact of Excessive Screen Time on Language Development in Children Under 6-Years-Old: An Integrative Review with Screen Time Reduction Toolkit and Presentation for Outpatient Pediatric and Family Health Providers

Background. Increased amounts of recreational screen time, defined as time watching television and DVDs, playing videogames, and using computers, tablets, and cellular phones without academic purpose, and the lack of effective media use assessment and patient education being done by primary care providers is associated with increased risk of language developmental delays for young children under 6-years-old. Purpose. The purpose of this integrative review is to develop a toolkit that provides education for providers and families on the adverse effects of excessive screen time on language development in children younger than 6-years-old and evidence-based screen time reduction strategies that can be implemented in outpatient primary care clinics at all wellness visits. Toolkit and Presentation. An integrative review was conducted to describe the effects of excessive screen time on language development for children under age 6 and analyze interventions to decrease screen time. From these results, the Screen Time Reduction Toolkit was created. The toolkit includes the 2-Question Assessment for Screen Time (2-QAST), screen time reduction algorithm, provider and patient education on health risks associated with excessive screen time, screen time recommendations published by the American Academy of Pediatrics (AAP), and evidence-based screen time reduction strategies, provider resources, and patient education handouts. The integrative review findings and toolkit were presented to a group of local pediatric providers, nurses, and medical technicians for education and implementation. Outcomes/Discussion. The pre-presentation survey was created after the Health Belief Model (HBM), which served as the framework for this educational intervention. Staff members had high perceived seriousness (83%), perceived susceptibility (83%), and perceived benefit (100%), demonstrating that staff members’ attitudes and beliefs about screen time for young children were in agreement with the principles of this project. Barriers identified included lack of knowledge about health risks from excessive screen time, potential for parental resistance to screen time reduction advice, and time constraints during wellness visits. Regarding cues to action, staff members requested visual aids, handouts, and more education about screen time. The toolkit and patient education resources reduce barriers and address cues to action identified by the staff members. The post-presentation evaluation revealed that 100% of staff members found the toolkit presentation informative and said it increased their knowledge and understanding of the topic. Conclusion. The toolkit provides the education that providers need to be knowledgeable as well as confident in their ability to discuss screen time with families. Being consistent about providing a few minutes of screen time education at every wellness visit from 2-months-old to 5-years-old sets a solid foundation for parents and children to create healthier screen time habits at home

Educating the Net Generation

Edited by Diana G. Oblinger and James L. Oblinger. Includes a chapter by former College at Brockport faculty member Joan K. Lippincott: Net generation students and libraries. The Net Generation has grown up with information technology. The aptitudes, attitudes, expectations, and learning styles of Net Gen students reflect the environment in which they were raised—one that is decidedly different from that which existed when faculty and administrators were growing up. This collection explores the Net Gen and the implications for institutions in areas such as teaching, service, learning space design, faculty development, and curriculum. Contributions by educators and students are included.https://digitalcommons.brockport.edu/bookshelf/1278/thumbnail.jp