An Architectural Framework for Collaboration of Heterogeneous Communication Devices Using WAP and Mobile Device Augmented(MDA)Gateway Integration

Within the last couple of years, the challenge of displaying collaborative multimedia information has become very important with the large diversity of communication devices such as Personal Computers, laptops, notebooks and handheld devices. The shared data and information may be presented with different views depending on the communication device used by a particular collaborator. The use of various web tools (HTML, WML etc) offers some solutions to the problem but if the target application requires more complex features such as rich multimedia data than is manageable using HTML or WML format, something else need to be done. In this paper, we propose a framework that integrates WAP and MDA Gateway to support collaboration among virtual teams and nomadic workers using heterogeneous communication devices. We then discuss an approach for augmenting mobile device small screen capabilities with surrounding large screen display device

Transparent resource sharing framework for internet services on handheld devices

Handheld devices have limited processing power and a short battery lifetime. As a result, computationally intensive applications cannot run appropriately or cause the device to run out of battery too early. Additionally, Internet-based service providers targeting these mobile devices lack information to estimate the remaining battery autonomy and have no view on the availability of idle resources in the neighborhood of the handheld device. These battery-related issues create an opportunity for Internet providers to broaden their role and start managing energy aspects of battery-driven mobile devices inside the home. In this paper, we propose an energy-aware resource-sharing framework that enables Internet access providers to delegate (a part of) a client application from a handheld device to idle resources in the LAN, in a transparent way for the end-user. The key component is the resource sharing service, hosted on the LAN gateway, which can be remotely queried and managed by the Internet access provider. The service includes a battery model to predict the remaining battery lifetime. We describe the concept of resource-sharing-as-a-service that allows users of handheld devices to subscribe to the resource sharing service. In a proof-of-concept, we evaluate the delay to offload a client application to an idle computer and study the impact on battery autonomy as a function of the CPU cycles that can be offloaded

Mobile-assisted language learning [Revised and updated version]

Mobile-assisted language learning (MALL) is the use of smartphones and other mobile technologies in language learning, especially in situations where portability and situated learning offer specific advantages. A key attraction of mobile learning is the ubiquity of mobile phones. Typical applications can support learners in reading, listening, speaking and writing in the target language, either individually or in collaboration with one another. Increasingly, MALL applications relate language learning to a person’s physical context when mobile, primarily to provide access to location-specific language material or to enable learners to capture aspects of language use in situ and share it with others. Mobile learning can be formal or informal, and mobile devices may form a bridge connecting in-class and out-of-class learning. When learning takes place outside the classroom, it is often beyond the reach and control of the teacher. This can be perceived as a threat, but it is also an opportunity to revitalize and rethink current approaches to teaching and learning. Mobile learning appeals to a wide range of people for a variety of reasons. It may exclude some learners but it is often a mechanism for inclusion. It is likely that the next generation of mobile learning will be more ubiquitous, which means that there will be smart systems everywhere for digital learning. Mobile learning is proving its potential to address authentic learner needs at the point at which they arise, and to deliver more flexible models of language learning

Human Factors and Innovation with Mobile Devices

Advancements in technology are a significant driving force in educational innovation, but a strong focus on technology means that human aspects and implications may not be given the attention they deserve. This chapter examines usability issues surrounding the use of mobile devices in learning. A key aim is to empower educators and learners to take control of personal devices and realise their potential in relation to teaching and learning. The background section reviews the development of usability studies and explores why mobile device usability presents specific new challenges. The impact of changing requirements in education, and new visions for ways of thinking and competences that learners should be acquiring, are also examined. Finally, the chapter provides a set of concepts that can inform conversations between educators and learners, mobile system engineers, developers, support staff, and others

Mobile language learning now and in the future

The widespread ownership of mobile devices such as cellphones, personal media players, personal digital assistants (PDAs), smartphones and wireless laptops means that ‘mobile learning’ is no longer in the preserve of technical experts and researchers with specialist knowledge. Teachers and learners have begun to integrate mobile technologies into everyday practices and there is evidence of efforts to invent exciting new scenarios of use. Language learning is one of the disciplines that looks set to benefit from these developments. Learners can make good use of the facilities to record and to listen to audio at any time, supported by the rising availability of podcasts and the ‘always on’ characteristics of portable devices which encourage spontaneous interactions. Mobile learning promises to deliver closer integration of language learning with everyday communication needs and cultural experiences

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.

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

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