Implementing a mobile campus using MLE Moodle

Mobile learning is considered the next step of online learning by incorporating mobility as a key requirement. Indeed, the current wide spread of mobile devices and wireless technologies brings an enormous potential to e-learning, in terms of ubiquity, pervasiveness, personalization, flexibility, and so on. For this reason, Mobile Learning is attracting significant research efforts covering a fairly variety of learning settings, from schools and universities to workplaces and cities. This research has evidenced that mobile technology can offer new opportunities for learners to learn inside and beyond the traditional instructor-oriented educational paradigm. However, mobile technologies are still in its infancy and many challenges arise. In this paper we analyze, from both learning and technological perspectives, the development of learning applications using mobile devices. To this end, proxy and proxy less architectures are considered as way to extend traditional virtual campuses with mobile clients. The objective is twofold: to access learning materials and to support learning activities. A prototype of a Virtual Campus is developed using MLE-Moodle -the Mobile Learning module of Moodle. The proposed Virtual Campus enables mobile clients to perform online learning activities and is a step towards achieving the “anytime, anywhere” paradigm.Peer ReviewedPostprint (published version

Pengembangan Extensi Fitur Akses Quiz Pada Moodle Mobile berbasis Android

Aplikasi sistem manajemen pembelajaran elektronik (e-learning) saat ini banyak digunakan untuk melakukan kegiatan belajar tanpa harus berada di ruang kelas fisik. Penggunaan Moodle sebagai Learning Management System (LMS) telah banyak memberikan manfaat. Moodle dilengkapi dengan aplikasi Moodle Mobile yang dapat diinstal pada perangkat Android. Aplikasi ini memiliki banyak fitur yang telah diimplementasikan untuk mengakses materi belajar. Namun fitur akses quiz masih belum dapat sepenuhnya diakses langsung pada mobile device. Proyek ini melakukan modifikasi aplikasi Moodle Mobile dan menyediakan tambahan web-services agar fitur quiz dapat berjalan pada piranti mobile. Pengguna yang terdaftar sebagai guru dapat membuat pertanyaan dan membuat quiz untuk kemudian dikerjakan oleh murid. Aplikasi telah di uji dengan berbagai perangkat android. Berdasarkan hasil pengujian, aplikasi ini dapat bekerja dengan baik pada versi Android 4,0-4,3 atau Jelly Bean. Murid dapat mengerjakan quiz secara langsung pada aplikasi mobile yang dikembangkan

PDP4XL2: Personal Development Planning for Cross-Institutional Lifelong Learning. Final Report.

This collaborative project PDP4XL2 built on the strengths and successful outcomes of PDP4Life and took as its principal focus the use of personal development planning and e-portfolios to develop and sustain favourable learner attitudes towards lifelong learning and to understand the role that technology plays in supporting that process. Project objectives included identifying student and employer attitudes to and usage of PDP and e-portfolios in the creative industries and health cares. This final report documents the outcomes of the project

Using virtual learning environments in bricolage mode for orchestrating learning situations across physical and virtual spaces

Producción CientíficaTeachers usually implement their pedagogical ideas in Virtual Learning Environments (VLEs) in a continuous refinement approach also known as “bricolage”. Recently, different proposals have enabled the ubiquitous access to VLEs, thus extending the bricolage mode of operation to other learning spaces. However, such proposals tend to present several limitations for teachers to orchestrate learning situations conducted across different physical and virtual spaces. This paper presents an evaluation study that involved the across-spaces usage of Moodle in bricolage mode and learning buckets (configurable containers of learning artifacts) in multiple learning situations spanning five months in a course on Physical Education in the Natural Environment for pre-service teachers. The study followed a responsive evaluation model, in which we conducted an anticipatory data reduction using an existing orchestration framework (called “5 + 3 aspects”) for structuring data gathering and analysis. The results showed that learning buckets helped the teachers in the multiple aspects of orchestration, overcoming the limitations of alternative approaches in some specific orchestration aspects: helping the involved teachers to connect different physical and physical spaces, while supporting technologies and activities of their everyday practice, and transferring part of the orchestration load from teachers to students. The results also suggested lines of future improvement, including the awareness of outdoor activities.Ministerio de Economía, Industria y Competitividad (Project TIN2011-28308-C03-02 and TIN2014-53199-C3-2-R)Junta de Castilla y León (programa de apoyo a proyectos de investigación - Ref. VA277U14 and VA082U16

Innovation in aquaculture teaching and learning

This report has been prepared by the Workpackage 5 working group on innovation in learning. It aims to summarise the main findings of the group, and serve as an introduction to the topic for teachers and learners in aquaculture and aquatic resources management. The main focus of the group is the use of Information and Communications Technologies (ICT) in teaching and learning. The increasing power of computers and particularly their interconnections through the Internet, is changing the social and economic landscape and presenting new opportunities and challenges for learners, educators and academic institutions. This document has been developed from presentations and discussions between the group members. It aims to identify the key technologies and trends affecting higher education in Europe and potential responses by the aquaculture and aquatic resource community. The aim is to briefly introduce key themes, technologies and state of the art. Most of the topics can be explored in much greater detail through the Internet links that are provided at the end of each section

An investigation into the learning environments of blended delivery (e-learning and classroom) in a tertiary environment

This thesis describes research investigating the learning environment of tertiary students undertaking their studies through a mixture of online learning management systems and traditional tertiary classroom delivery. A review of the literature examined traditional learning environments, pure online virtual environments and more recent literature pertaining to a blended environment. The examination of student and staff perceptions of learning environments in different contexts served to generate recommendations to help tertiary teachers optimise online and traditional teaching practices within a mixed-mode environment. Students' experiences of their learning environment were discovered through quantitative and qualitative methods. Quantitative data on students' experiences were gathered by using an adapted version of the Web-based Learning Environment Instrument (WEBLEI). Qualitative data on students' experiences were collected by discussion questions added to the WEBLEI survey. Qualitative data on the use of online and blended learning environment experiences by tertiary staff were gathered by email and supplementary interviews. The study synthesised results from these multiple sources within a tertiary institute environment and made recommendations and gave insight into optimal blended learning environments within the tertiary sector. Overall, the study provided a perspective on the psychology and strategic view of the learning environment for the future tertiary institute

Evaluation of usability and user experience of an m-learning environment, custom-designed for a tertiary educational context

Undergraduate software engineering learners demonstrate a lack of motivation with face-to-face classroom education. Limited access to the Internet via PCs and laptops, hinders effective communication and collaboration. However, the majority of learners enrolled for studies in tertiary education, have cellphones and are proficient in the use of digital technology. A technology-enhanced m-learning solution is indicated. This research project evaluates the usability and user experience of an m-learning environment, custom-designed for a tertiary educational context and delivered by mobile handheld devices, features a synthesized framework of categories and criteria, and determines the nature and scope of an emergent digital divide. A design-based research model suited to the context of the study is implemented, gathering quantitative and qualitative data from experts and learners by survey questionnaires. Analysis of data highlights usability and UX problems, provides insight into an emergent digital divide and suggests guidelines specific to the design of m-learning implementations.Educational StudiesM. Sc. (Information Systems