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

Higher education stimulating creative enterprise

This report summarises the research undertaken by the Business & Community School at the University for the Creative Arts (UCA), analysing ways that higher ediucation (HEIs) can support, and indeed stimulate, the creative economy. The research, in collaboration with the Arts University College Bournemouth (AUCB) and the University of Winchester, serves as a mere snapshot of the numerous ways that Universities engage with the diverse industries under the 'creative' nomenclature and of the very real and poistive ways that the higher education sector contributes to the growth of the creative economy in thhe UK

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

Context-Based Cultural Visits

Over the last two decades, there have been tremendous advances in mobile technologies, which have increased the interest in studying and developing mobile augmented reality systems, especially in the field of Cultural Heritage. Nowadays, people rely even more on smartphones, for example, when visiting a new city to search for information about monuments and landmarks, and the visitor expects precise and tailored information to his needs. Therefore, researchers started to investigate innovative approaches for presenting and suggesting digital content related to cultural and historical places around the city, incorporating contextual information about the visitor and his needs. This document presents a novel mobile augmented reality application, NearHeritage, that was developed within the scope of the master's thesis on Electrical and Computers Engineering from the Faculty of Engineering of Porto University (FEUP), in collaboration with INESC TEC. The research carried out was focused on the importance of utilising modern technologies to assist the visitors in finding and exploring Cultural Heritage. In this way, it is provided not only the nearby points-of-interest of a city but also detailed information about each POI. The solution presented uses built-in sensors and hardware of Android devices and takes advantage of various APIs (Foursquare API, Google Maps API and IntelContextSensing) to retrieve information about the landmarks and the visitor context. Also, these are crucial hardware components for implementing the full potential of augmented reality tools to create innovative contents that increase the overall user experience. All the experiments were conducted in Porto, Portugal, and the final results showcase that the concept of a MAR application can improve the user experience in discovering and learning more about Cultural Heritage around the world, creating an interactive, enjoyable and unforgettable adventure

Multimodal access to social media services

Tese de mestrado integrado. Engenharia Informática e Computação. Faculdade de Engenharia. Universidade do Porto, Microsoft Language Development Center. 201