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

Mobile Learning: location, collaboration and scaffolding inquiry

Critiques of mobile learning pedagogy are concerned with whether such approaches are technology led. This chapter discusses how the particular features of mobile learning can be harnessed to provide new learning opportunities in relation to collaboration, inquiry and location-based learning. Technology supported inquiry learning is a situation rich with possibilities for collaboration. In particular, mobile learning offers new possibilities for scaffolding collaboration together with its other better-known features such as scaffolding the transfer between settings and making learning relevant by making use of the possibilities of location-based learning. These features are considered as part of mobile learning models, in particular mobile collaborative learning models

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

Perception Of Students On Mobile Technology Based Library Services

Introduction: Emerging trends in library and information space especially in the academic environment requires remote and boundary less access to library services. Mobile technology has been recognised as the single most embraced technology in the world. Implementing this technological innovation will bring a lot of relief to students in University of Cape Coast and the University community in general. The study attempts to investigate the perception of students of University of Cape Coast on mobile technology-based library service. The pilot study involved six management members from the library and fifteen students comprising ten undergraduate and five postgraduate students

Emerging technologies for learning (volume 1)

Collection of 5 articles on emerging technologies and trend

Perception Of Students On Mobile Technology Based Library Services

Introduction: Emerging trends in library and information space especially in the academic environment requires remote and boundary less access to library services. Mobile technology has been recognised as the single most embraced technology in the world. Implementing this technological innovation will bring a lot of relief to students in University of Cape Coast and the University community in general. The study attempts to investigate the perception of students of University of Cape Coast on mobile technology-based library service. The pilot study involved six management members from the library and fifteen students comprising ten undergraduate and five postgraduate students

A Ubiquitous Mobile System For Stem Education Enhancement Using Cellular Phone Messaging, Socialnetworking Technology And High Levelcomputation/Visualization

There is a dire need for more STEM degrees in America. Recent studies have shown that there is a surge in motivating the youth in STEM areas of research. One key motivator is the use of pervasive computing concepts such as SMS/MMS messaging and social networking. Teens of today send text messages more than ever; in fact research shows that teens (ages 13 to 19) use cell phones to text far more than to actually make phone calls. Thus SMS/MMS messaging presents itself as an excellent segue into STEM motivation and education. Computational/visualization engines, with their broad application development capabilities, can be used as an excellent teaching tool at all levels simply by modifying applications to fit specific course material. Thus the UMSEE system was created

What is the Potential Impact of Using Mobile Devices in Education?

Mobile devices are becoming ubiquitous in the world today. With the power of portable computing in the hands of everyone and anyone, the time has come to consider using mobile devices for education. While ICT in education has been trialled, results have been mixed. Mobile devices are also ICT devices, so why should we still consider using mobile devices in education and what is its potential impact on the stakeholders. This paper provides an overview of what is out there and explores the opportunities and issues in regards to using mobile devices in education. Next we look at how the stakeholders in the education system, namely the education providers, the teachers, the students, their parents, and the ministry of education can benefit by successfully deploying classroom curriculum via mobile devices. Many stakeholders in the education system are already struggling to deliver basic education–what is required of them and how they should be supported if we are to convince them to use mobile devices in delivering education. Mobile devices are already being used by educational institutions in many countries. What type of technology, content, and mobile devices are currently being experimented with? What are the results in terms of student learning outcomes? What do the teachers think? Are the other stakeholders in education satisfied? We look at reports and reflections from several implementations of using mobile devices in education to learn from and move forward. Regardless of many brilliant anecdotes about using mobile devices in education, mobile devices after all are ICT devices that contain fragile electronic components , need power to operate and connectivity for access. A lot has been learnt from ICT deployment in education and improved upon. However, it is to be noted that fully realized potential of any mobile device and its use in education is entirely dependent upon electrical power, network connectivity and user competency

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

Designing MOOC:a shared view on didactical principles

The innovative impact of the paper can be highlighted by the following statements: 1. Applying the Group Concept Mapping, a non-traditional and power research methodology for objectively identifying the shared vision of a group of experts on MOOC didactical principles. 2. Defining MOOC didactical principles and their operationalisations in more concrete guidelines. 3. Formulating suggestions for combining xMOOC and cMOOC.Supported by European Commission, DG EAC, under the Erasmus+ Programm