Fort Vancouver Mobile

Mobile phones have become ubiquitous yet remain untapped as a storytelling medium. They offer the power of media, text, audio, video, animation, in a fully personalized format. Through GPS technology these devices even can locate a user and share, on the precise spot, data tailored just for that user's particular interest. Users then can add written responses, video or sound about a site or event. The implications for such authoring precision, audience awareness and interactivity pose exciting challenges to the team creating the Fort Vancouver Mobile project, a storytelling environment accessible via smart phones that tells the history of the Fort Vancouver National Historic Site. Phase I, just completed, comprises apps for the iPhone and Android and a story module focusing on Hawaiians who lived and worked at the site in the mid 1800s. Phase II, the focus on this proposal, seeks $50,000 to create modules focusing on gender issues at the site that have, heretofore, gone unexamined

Measuring Mobile Collaborative Learning and academic achievement : whatsapp and students in South Africa

Mobile learning has developed into an essential component within the education landscape and, with two billion users worldwide, the social media platform WhatsApp has become a prominent feature in this domain. Nevertheless, with ambiguity in the literature about the effects of WhatsApp on teaching and learning and especially a paucity of research measuring collaboration on WhatsApp in relation to students’ academic achievement. The purpose of the study was to explain and predict WhatsApp’s effect on academic achievement using a quantitative questionnaire. The results suggest that increased collaboration on WhatsApp may improve academic achievement. Additionally, improving other aspects, such as active learning, trust, support, formality, interaction and interdependence, may enhance collaboration and, in turn, improve academic achievement. The study has value by providing measurable scientific evidence about the effects of WhatsApp on learning that can be incorporated into the design of teaching and learning activities with WhatsApp to improve academic achievement.Uhlelo lokufunda uhamba (Mobile learning) selikhule ladlondlobala laba yisigaba esibalulekile ngaphansi komkhakha wemfundo kanti, lolu hlelo selunabasebenzisi abangamabhiliyoni amabili emhlabeni wonke jikelele, uhlelo lwenkundla yezokuxhumana komphakathi lwe-WhatsApp seluyinkanyezi egqamile kulesi sizinda. Yize-kunjalo, kukhona okungacaci kahle mayelana nombhalo wobuciko kwimiphumela yohlelo lwe-WhatsApp mayelana nokufundisa kanye nokufunda, kanti ikakhulu, uhlelo lwezocwaningo olulinganisa izinga lokusebenzisana kohlelo lwe-WhatsApp okumayelana nokuphumelela kwabafundi kwizifundo zabo. Inhloso yalolu cwaningo kwaye kuwukuchaza kanye nokuhlahla umphumela wohlelo lwe-WhatsApp kwezemfundo, ngokusebenzisa uhlelo locwaningo lwemibuzo egxile kumanani (quantitative questionnaire) . Imiphumela iphakamisa ukuthi izinga lokusbenzisana ohlelweni lwe-WhatsApp lungathuthukisa umphumela wezemfundo. Ngaphezu kwalokho, lungathuthukisa ezinye izinhlaka, ezinjengohlelo lokufunda olumatasa. Lungaletha ukwethembana, ukuxhasana, ukwenza izinto ngendlela esemthethweni, lungaletha ukuxoxisana kanye nokusebenzisana kwangaphakathi, lungaqinisa ukusebenzisana, kanti ngakolunye uhlangothi, lungaletha impumelelo kwezemfundo. Ucwaningo lubalulekile ngoba lunikeza ubufakazi bezesayensi obulinganisekayo mayelana nemithelela yohlelo lwe-WhatsApp ohlelweni lokufunda, okuwuhlelo olungafakwa ngaphansi kohlelo lokudizayina imisebenzi yohlelo lokufunda nokufundisa ku-WhatsApp ukuthuthukisa ukwenza ngcono imiphumela yezemfundo.Mobiele leer het in ’n noodsaaklike komponent van die onderwyslandskap ontwikkel en met twee miljard gebruikers wêreldwyd, het die sosiale mediaplatform WhatsApp ’n prominente kenmerk van hierdie domein geword. Nogtans bestaan daar dubbelsinnigheid in die letterkunde oor die uitwerking van WhatsApp op onderrig en leer, en is daar veral ’n gebrek aan navorsing wat die samewerking op WhatsApp in verhouding tot die studente se akademiese prestasies meet. Die doel van hierdie studie was om WhatsApp se uitwerking op akademiese prestasie aan die hand van ’n kwantitatiewe vraelys te verduidelik en te voorspel. Die resultate stel voor dat ’n groter mate van samewerking op WhatsApp akademiese prestasie kan verbeter. Dit kan ook ander aspekte soos aktiewe leer, vertroue, ondersteuning, formaliteit, interaksie en onderlinge afhanklikheid verbeter en kan samewerking verhoog, wat op sy beurt akademiese prestasie kan verbeter. Die studie is waardevol in die sin dat dit meetbare, wetenskaplike bewyse oor die uitwerking van WhatsApp op leer verskaf het, wat by die ontwerp van onderrig- en leeraktiwiteite geïnkorporeer kan word om akademiese prestasie te verbeter.School of ComputingM. Tech. (Information Technology

Human-Computer Interaction

In this book the reader will find a collection of 31 papers presenting different facets of Human Computer Interaction, the result of research projects and experiments as well as new approaches to design user interfaces. The book is organized according to the following main topics in a sequential order: new interaction paradigms, multimodality, usability studies on several interaction mechanisms, human factors, universal design and development methodologies and tools

Design revolutions: IASDR 2019 Conference Proceedings. Volume 4: Learning, Technology, Thinking

In September 2019 Manchester School of Art at Manchester Metropolitan University was honoured to host the bi-annual conference of the International Association of Societies of Design Research (IASDR) under the unifying theme of DESIGN REVOLUTIONS. This was the first time the conference had been held in the UK. Through key research themes across nine conference tracks – Change, Learning, Living, Making, People, Technology, Thinking, Value and Voices – the conference opened up compelling, meaningful and radical dialogue of the role of design in addressing societal and organisational challenges. This Volume 4 includes papers from Learning, Technology and Thinking tracks of the conference

Personal Learning Environments for Inquiry-Based Learning

Personal Learning Environments have recently emerged as a novel approach to learning, putting learners in the spotlight and providing them with the tools for building their own learning environments according to their specific learning needs and aspirations. This approach enables learners to take complete control over their learning, thus becoming self-regulated and independent. This paper introduces a new European initiative for supporting and enhancing inquiry-based learning through Personal Learning Environments consisting of personal and social inquiry tools. This approach aims at supporting students in developing their self-regulated learning skills by conducting their scientific inquiries in collaboration with their peers

Library Instruction and Information Literacy 2015

Purpose: This paper aims to highlight recent resources on information literacy (IL) and library instruction, providing an introductory overview and a selected annotated bibliography of publications covering all library types. Design/methodology/approach: This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and IL published in 2015. Findings: This paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain either unique or significant scholarly contributions. Originality/value: The information may be used by librarians and interested parties as a quick reference to literature on library instruction and IL