A Conceptual Framework for Mobile Learning

Several technology projects have been launched to explore the opportunities that mobile technologies bring about when tackling issues of democratic participation and social inclusion through mobile learning. Mobile devices are cheaper than for instance a PC, and their affordance, usability and accessibility are such that they can potentially complement or even replace traditional computer technology. The importance of communication and collaboration features of mobile technologies has been stressed in the framework of ICT-mediated learning. In this paper, a theoretical framework for mobile learning and e-inclusion is developed for people outside the conventional education system. The framework draws upon the fields of pedagogy (constructivist learning in particular), mobile learning objects and sociology.Mobile Learning, Digital Divide, Constructivist Pedagogy, Forms Of Capital

mLearning in the organizational innovation process

Mobile devices have connected seven billion users across the world (Sanou, 2015) reaching areas that go beyond the electrical grid (Nique and Smertnik, 2015). The ubiquity of mobile devices has created an advantage for organizations to leverage hardware compatible with reaching their target audiences. A strategic response is necessary to address the complexity of employing mobile technology for mobile learning (mLearning) in order to reach it’s full potential as a new learning medium (Peters, 2009). The purpose of this research study was to explore the process by which an organization adopted and engaged in an mLearning initiative. Built on Rogers (2003) diffusion of innovation research, the case study reports on the contextual factors within the organization and department that informed the mLearning adoption process. The researcher gathered observational data over one-year through active participant- observation within an organization’s technology solutions department. Serving as an instructional designer and gathering data as an academic researcher in the same setting allowed the researcher to gain an intimate view of the adoption process. To collect meaningful data the author used Activity Theory as a critical analysis lens and employed a research framework based on the stages of organizational adoption to understand the data in a longitudinal manner. The findings of this study suggest that the initial adoption of mLearning in the organization studied did not reach sustainable implementation because 1) no clear champion for mLearning existed and; 2) an untested mLearning product was heavily relied upon even though it was being developed in parallel to the mLearning implementation efforts. Interest in mLearning at the organization continued, outside departments desired an mLearning learning management system (LMS) to deliver content as soon as possible. Yet the organization simply was not prepared to accommodate due to delays in the mLearning product development. Keywords: Diffusion of Innovation, Technology Adoption, Activity Theory, Mobile Learnin

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

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

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

ПІДХОДИ ДО БЕЗПЕКИ ХМАРО-ОРІЄНТОВАНОГО МОБІЛЬНОГО НАВЧАННЯ

The paper attempts to outline the security issues in the development and application of cloud-based mobile learning. A brief definition of the mobile learning, its components and related technologies and devices is given. The specific characteristics of social media, big data and cloud computing are summarized in relation with their integration in the mobile learning and its transformation to a cloud-based environment. The main security threats to this type of learning are pointed out and some recommendations for providing security learning are given are given.В статье делается попытка выделить проблемы безопасности при разработке и применении мобильной учебы с применением облачных технологий. Сделано короткое определение мобильной учебы, ее компонентов, сопутствующих технологий и устройств. Обобщены особенности социальных медиа, больших данных и облачных  технологий  в отношении к их интеграции  в мобильную учебу и трансформацию в облачной среде. Определены основные угрозы для безопасности такого вида учебы и предоставлены некоторые рекомендации для обеспечения безопасности учебы. У статті робиться спроба окреслити проблеми безпеки при розробці та застосуванні мобільного навчання з застосуванням хмарних технологій. Зроблено коротке визначення мобільного навчання, його компонентів, супутніх технологій та пристроїв. Підсумовані особливості соціальних медіа, великих данних та хмарних  технологій  у відношенні до їх інтеграції  у мобільне навчання та трансформацію в хмарному середовищі. Визначені основні загрози для безпеки такого виду навчання та надані деякі рекомендації для забезпечення безпеки навчання