10,994 research outputs found
Learners - should we leave them to their own devices?
Emerging technologies for learning report - Article exploring learner owned devices and their potential for edcuatio
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The genesis and development of mobile learning in Europe
In the past two decades, European researchers have conducted many significant mobile learning projects. The chapter explores how these projects have arisen and what each one has contributed, so as to show the driving forces and outcomes of European innovation in mobile learning. The authors identify context as a central construct in European researchers’ conceptualizations of mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. The authors also examine the impacts of mobile learning research on educational practices and the implications for policy. Finally, they suggest future challenges for researchers, developers and policy makers in shaping the future of mobile learning
Emerging technologies for learning (volume 1)
Collection of 5 articles on emerging technologies and trend
Innovation in Mobile Learning: A European Perspective
In the evolving landscape of mobile learning, European researchers have conducted significant mobile learning projects, representing a distinct perspective on mobile learning research and development. Our paper aims to explore how these projects have arisen, showing the driving forces of European innovation in mobile learning. We propose context as a central construct in mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. We also examine the impacts of mobile learning research on educational practices and the implications for policy. Throughout, we identify lessons learnt from European experiences to date
Online behavior from desktop and mobile devices are connected
Cell phones and other mobile devices are used to access the Internet even at home and at work where computers are easily available. They are no longer a mere backup to the computer. This means that it makes little sense to study Internet access from mobile devices separate from other Internet access. We need new methods that encompass online behavior from desktop computers and mobile devices as well as stationary and mobile online behavior
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Landscape Study in Wireless and Mobile Learning in the post-16 sector
In the post-16 sector (further and higher education, and adult and community learning) there is a need to understand how wireless and mobile technologies can contribute to improving the student experience of learning, and help institutions fulfil their missions in an age of incomparably fast technological change. In the context of this interest and growing need, a Landscape Study project was commissioned by JISC through the Innovation strand of the JISC e-Learning Programme in 2004-5. Our project aims were to take a birds-eye view of developments and practice in the UK and internationally, and to communicate our findings to a broad and varied audience. The Summary report is accompanied by 3 associated reports on 'Current Uses', 'Potential Uses' and 'Strategic Aspects'. (The four reports are available in one single document here.
What can we get “help” to observe when it comes to mobile use and mobile user experience?
Mobile devices and mobile services have been around long enough for the research community to start thinking about the next step in studying them: larger user groups and longer periods of time. Strictly quantitative methods are not very useful when it comes to studying user experience so we need to find scalable ways to support our qualitative methods to be able to take this next step. This paper reflects on automatic gathering of context data as one such way
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Learning from Digital Natives: Bridging Formal and Informal Learning. Final Report
Overview
This report suggests that students are increasingly making use of a variety of etools (such as mobile phones, email, MSN, digital cameras, games consoles and social networking sites) to support their informal learning within formalised educational settings, and that they use the tools that they have available if none are provided for them. Therefore, higher education institutions should encourage the use of these tools.
Aims and background
This study aimed to explore how e-tools (such as mobile phones, email, MSN, digital cameras, games consoles and social networking sites) and the processes that underpin their use can support learning within educational institutions and help improve the quality of students’ experiences of learning in higher education (pgs 9-11).
Methodology
The study entailed: (i) desk research to identify related international research and practice and examples of integration of e-tools and learning processes in formal educational settings; (ii) a survey of 160 engineering and social work students across two contrasting Scottish universities (pre- and post-1992) – the University of Strathclyde and Glasgow Caledonian University – and follow-up interviews with eight students across the two subject areas to explore which technologies students were using for both learning and leisure activities within and outside the formal educational settings and how they would like to use such technologies to support their learning in both formal and informal settings; and (iii) interviews with eight members of staff from across the institutions and two subject areas to identify their perceptions of the educational value of the e-tools. (pgs 24-27).
Key findings
• Students reported making extensive use of a variety of both e-tools (such as mobile phones, email, MSN, digital cameras) and social networking tools (such as Bebo, MySpace, Wikipedia and YouTube) for informal socialisation, communication, information gathering, content creation and sharing, alongside using the institutionally provided technologies and learning environments.
• Most of the students owned their own computer or had access to a sibling or parent’s computer. Many students owned a laptop but preferred not to bring it onto campus due to security concerns and because they found it too heavy to carry about.
• Ownership of mobile phones was ubiquitous.
• Whilst the students’ information searching literacy seemed adequate, the ability of these students to harness the power of social networking tools and informal processes for their learning was low.
Staff reported using a few Web 2.0 and social software tools but they were generally less familiar with how these could be used to support learning and teaching. There were misconceptions surrounding the affordances of the tools and fears expressed about security and invasion of personal space. Considerations of the costs and the time it would take staff to develop their skills meant that there was a reluctance to take up new technologies at an institutional level.
• Subject differences emerged in both staff and student perceptions as to which type of tools they would find most useful. Attitudes to Web 2.0 tools were different. Engineers were concerned with reliability, using institutional systems and inter-operability. Social workers were more flexible because they were focused on communication and professional needs.
• The study concluded that digital tools, personal devices, social networking software and many of the other tools explored all have a large educational potential to support learning processing and teaching practices. Therefore, use of these tools and processes within institutions, amongst staff and students should be encouraged.
• The report goes on to suggest ways in which the use of such technologies can help strengthen the links between informal and formal learning in higher education. The recommendations are grouped under four areas – pedagogical, socio-cultural, organisational and technological
Exploring Media Convergence: Evidence from Italy
The evolution of media and devices is enabling the ubiquitous and multi-device access to media and information, so that a media mutual contamination is in play. New forms of user interactions with media, in which different devices are used simultaneously in different contexts, have emerged. These new interactions are significantly impacting on users’ attitudes towards the media and their way of searching and generating content. Such a change, called “media convergence”, has a strong potential impact on marketing and communication processes, but as yet has not been deeply analysed in the literature. This paper presents the outcomes of several studies aimed at exploring media convergence on the demand-side to advance possible implications for marketers and managers
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