Integration of Motion Sensing intoMobile Learning Applications

The use of mobile devices in education has greatly increased during the last decade. At the same time, technology advances have opened new spaces and possibilities for the field of mobile-based education in the form of entertainment—where learners can achieve their learning goals whilst having fun. Games on mobile phones have also become an important part of education experienced by young people. With the advancement in technology, utilizing motion-sensors in mobile learning systems have started to evolve. Research indicates that the potential of using motion-sensors in game-based learning could achieve maximum benefits from mobile technology in game-based learning activities, as well as improving this form of e-learning entertainment technology. This paper discusses our ongoing research that aims to improve current learning mobile technologies by integrating a new innovative motion-sensing feature. These advancements are reviewed and evaluated for integration and use in a motion-sensing edutainment mobile application

Technology And Online Education: Models For Change

This paper contends that technology changes advance online education.  A number of mobile computing and transformative technologies will be examined and incorporated into a descriptive study.  The object of the study will be to design innovative mobile awareness models seeking to understand technology changes for mobile devices and how they can be used for online learning.  These models will take information from technology vicissitudes, online education systems, along with mobile device literature, and build a picture of past, current, and future trends for online learning.  The application of such an approach should lead to a better definition of mobile awareness requirements and greater online visibility relative to selection of the appropriate model criteria and requirements.  The models will identify online problem definitions, hardware and software advancements, analysis mobile objectives, and the selection of evaluation criteria and requirements to design online mobile awareness.  By using technology vicissitudes, online education systems, and mobile device variables that are found in the literature, models can be designed to achieve awareness for online learning and changing technologies.  These futuristic models can help to identify the appropriate techniques and methods to be used in facilitating the overall effort in future mobile devices for online learning.  Hopefully, seamless technology integration and borderless networks for mobile awareness will motivate and benefit all future online teaching and learning groups

The use of mobile technologies for learning in higher education: Students' readiness

A rapid evolution of technologies and their proliferation in the education system has created a new paradigm of learning with universities embarking on the integration of mobile technologies in higher education. As a result, mobile learning has emerged as a new way of learning. Mobile learning utilises mobile technologies such as smartphones, laptops, tablets and the Internet, allowing students to learn anywhere and access learning resources anytime. To ensure the successful implementation of mobile learning in higher education, it is imperative to understand students’ readiness for using mobile technologies to learn. This paper examines whether undergraduate students of a private university are ready to adapt to the mobility of learning through the use of mobile technologies. A quantitative research approach was adopted. Data was collected from a sample of 234 students of a private university using questionnaires. The descriptive statistics analysis shows that students were fairly comfortable (61.1%, M=3.17) with the use of mobile technologies for learning purposes (98.3%), specifically for accessing and downloading online journals (82.5%) and searching for information (82.1%). Most students somehow agreed that products and services that use technologies were much more convenient to use (M=3.75) and they were open to learning new and different technologies (M=3.71); however, students were only moderately ready for mobile learning if it is were to be implemented by their university (M=3.32). This study concludes that students are ready to use technology as they are fairly comfortable with the use of mobile technologies, yet they are only moderately ready to adopt M-Learning. However, despite demonstrating an interest towards mobile technologies used for learning, the students are still not quite ready to adopt M-Learning in higher education. The present study contributes to a growing body of empirical research about the mobile technologies used for learning in Malaysian higher education and recommends that the Ministry of Education assesses the prospect of applying mobile technologies for learning in higher education institutions

Mobile learning scenarios in language teaching: perceptions of vocational and professional education students

Mobile devices play a significant role in society, in general, and a very limited one at the different levels of education. Smartphones, tablets, and other mobile devices allows learning to occur anywhere, (and at) anytime. These powerful technological devices can enhance the teaching and learning processes by helping to promote collaborative and individual learning and broadening the boundaries of the classroom to different contexts of learning. Many students have mobile devices and their applications can provide access to learning outside the classroom, for greater flexibility and more dynamic learning. In this sense, the articulation of technological and methodological efforts allowed us to create learning scenarios supported by the devices that students take to the classroom (BYOD), and use them to motivate and involve students in meaningful learning. These devices offer the advantage of integrating various technologies in the curricular contents, such as in foreign and mother language courses, representing a set of possibilities of ubiquity that can have great impact on the learning process. Thus, we developed strategies with vocational and educational students’ methodologies, such as augmented reality, project-based learning, game-based learning, collaborative learning and gamification. In this text, we present the results of two mobile learning studies in teaching French as a foreign language (to 18-23 year-old-students) and Portuguese language, as a mother tongue (to 15-19 year-old-students), in vocational education, implemented as a mediation tool in education to promote the construction of learning and development of significant skills of collaborative work. From the data collection, through a questionnaire, with open and closed questions, we highlight the favorable perception of the students to the integration of mobile devices in learning, and the recognition of the benefits of the teaching strategies used throughout the year, in the increase of curricular learning.info:eu-repo/semantics/publishedVersio

The use of mobile technologies for learning in higher education: Students' readiness

A rapid evolution of technologies and their proliferation in the education system has created a new paradigm of learning with universities embarking on the integration of mobile technologies in higher education. As a result, mobile learning has emerged as a new way of learning. Mobile learning utilises mobile technologies such as smartphones, laptops, tablets and the Internet, allowing students to learn anywhere and access learning resources anytime. To ensure the successful implementation of mobile learning in higher education, it is imperative to understand students’ readiness for using mobile technologies to learn. This paper examines whether undergraduate students of a private university are ready to adapt to the mobility of learning through the use of mobile technologies. A quantitative research approach was adopted. Data was collected from a sample of 234 students of a private university using questionnaires. The descriptive statistics analysis shows that students were fairly comfortable (61.1%, M=3.17) with the use of mobile technologies for learning purposes (98.3%), specifically for accessing and downloading online journals (82.5%) and searching for information (82.1%). Most students somehow agreed that products and services that use technologies were much more convenient to use (M=3.75) and they were open to learning new and different technologies (M=3.71); however, students were only moderately ready for mobile learning if it is were to be implemented by their university (M=3.32). This study concludes that students are ready to use technology as they are fairly comfortable with the use of mobile technologies, yet they are only moderately ready to adopt M-Learning. However, despite demonstrating an interest towards mobile technologies used for learning, the students are still not quite ready to adopt M-Learning in higher education. The present study contributes to a growing body of empirical research about the mobile technologies used for learning in Malaysian higher education and recommends that the Ministry of Education assesses the prospect of applying mobile technologies for learning in higher education institutions

Multimedia: Different Processes

The topic includes four main themes: (1) The Collaborative Work in Cloud Storage Services: The collaborative work is seen as a force for the individual and community. It, in the field of education, expresses the interaction among students of individual differences who work within collaborative aims and skills to achieve a specific aim. In addition, cloud storage predicts a tremendous change in the way information is stored and applications are run. That is, instead of storing information and running programs on PCs, everything will be hosted in a cloud that can be accessed anywhere and processed by addition or deletion collaboratively. (2) Computer- supported collaborative learning environment (CSCL): Collaborative learning is an umbrella term for a variety of educational approaches involving joint intellectual effort by students, or students and teachers together. It is based on the idea that learning is naturally a social act in which the participants talk among themselves. A group of students engaged in collaborative learning works together to achieve shared goals. (3) Mobile learning: Mobile learning is a term that has been used widely in different places all over the world. it has been encouraged to be used in higher education institutions because of a set of factors such as the availability of mobile phones, their ability to motivate students, and the freedom and privacy they provide to share information. Mobile learning is defined as E-learning that uses mobile devices or learning connected to a mobile device, Laouris & Eteokleous. (4) Open-Source Learning Management Systems: The integration of many Educational technologies in education have been widely promoted for their potential to enrich, enhance and extend student-learning experiences. Hence, pioneer educational establishments all over the world try to benefit of these technologies as much as possible to convey knowledge resources to both of the learner and teacher in least time, effort and cost. One of these educational technology tools which has been prominent in the field of education and technology integration is Learning Management Systems known as LMS

MINE - Mobile Learning in Higher Education

Mobile technologies are an important part of our daily life and we carry them with us all the time. Mobile learning is already used a lot in informal and non-formal learning, but in the context of formal learning it is not much used, yet. In the area of formal learning at universities, there is a great need for pedagogic scenarios to encourage educatorsto use these new technologies. It is suggested that educators will need to move beyond the didactic approaches still frequently found in higher education. Social constructivist approaches have been advocated, along with the development of communities of practice to support educators. In addition, more emphasis on learners is required, to understand how they are already using mobile devices to support their learning and to encourage their active participation in mobile learning in formal settings. This paper will present some of the work of the ERASMUS+ funded MINE project which has brought together teachers and learners from a range of European institutions to help develop competencies for active mobile learning in higher education. On the one hand, mobile learning is defined by the use of different mobile devices such as smartphones, tablets, and notebooks and on the other hand, by the use of free and open knowledge resources. Additionally, the development of an open feedback culture and new forms of performance assessments are important components. The European teaching and research project MINE - Mobile Learning in Higher Education aims to increase the use of mobile technologies in higher education and contribute to the development of teaching and learning scenarios in this field. The use of mobile learning in higher education should also increase the participation of the learner in the learning process. Within this project, a curriculum for university teachers will be developed to prepare university teachers with all competences they need to implement mobile learning in their teaching. But also students need some preparation, because most of them are not used or have not enough media competences to use mobile learning. Because of that a second curriculum for a students course will be developed as well within this project. The aim is to produce open educational resources (OER) on the way, especially to be used for mobile learning, but there will also be practical examples of mobile learning, which can be easily adapted for other teaching subjects. All relevant documents and results of this project will be published under the creative commons license and can be downloaded from the project website. At the conference, we would like to present our findings from the international project in 2016 and 2017. At the intensive program in February 2018 teachers and learners from a range of European higher education institutions discussed different possibilities to integrate scenarios of mobile learning in education. These included the use of podcasts, augmented and virtual reality, the production of videos with students and teachers, the use of learning management systems and the integration of social media (for example blogs, Instagram, and Twitter) for learning. The presentation will use some of the MINE scenarios to elaborate on the possibilities and problems for active mobile learning in higher education across Europe.info:eu-repo/semantics/publishedVersio

Digital transformation in education: A mixed methods study of teachers and systems

The growth in digital transformation in many societies is outpacing its uptake in education. Leaders in education are seeking guidance about best practices to achieve their transformation goals, from mobile innovation for classroom teachers to system wide digital transformational change. The goal of this thesis is to offer insights, strategies and guidance for education leaders as they implement digital technologies for the purpose of transforming teaching, learning and administration. The mixed methods study utilised teacher interviews and surveys in a hospital school to gather data for descriptive statistics and inductive analysis, and qualitative thematic content analysis of existing industry and education digital transformation frameworks. The findings are presented in three articles, the first two from the hospital school setting. The focus of Paper One is teachers’ professional learning needs to enable effective mobile technology integration in a hospital school setting. Paper Two examines the effectiveness of a customised professional development program for teachers to facilitate integration of mobile technologies with digital pedagogies. The findings of the hospital school-based research identified three types of teacher professional learning needs to enable the effective use of mobile technology: technological, pedagogical, and personal support. Participation in a customised professional development program resulted in notable improvement in hospital teachers’ perceived preparedness to use mobile technology to transform pedagogical practices. Furthermore, technology needs were significantly impacted as teachers gained confidence and collaborated as a learning community. The third Paper used thematic content analysis to identify critical components that provide guidance for education leaders embarking on digital transformation. This Paper recognised four key digital transformation needs: leadership, people, experience, and technology. The thesis affirms that identifying the needs of key stakeholders is a fundamental first step when embarking on transformative initiatives in education, and offers guidance on developing a coherent strategy that addresses drivers for scalable and sustainable change

Informal Tools in Formal Contexts: Development of a Model to Assess the Acceptance of Mobile Technologies among Teachers

ABSTRACT Traditionally, mobile learning has been more strongly developed within the field of informal education. However, in the past few years there has been a growing interest for the integration of these technologies in the formal education field. Among the key elements needed to successfully achieve this integration process is the acceptance of mobile technologies by the teaching body. In this paper we propose to identify the determining constructs that explain the teachers' intention of using mobile technologies. To this end we have designed a research model based on the Technology Acceptance Model (TAM), expanded with constructs from other theories. The resulting model was subjected to a content validation process performed by a committee of experts. Lastly, we selected nine constructs for the development of the research model and we formulated 13 hypotheses that describe the relationships among them. Further studies on the research model to extend its validity and reliability are suggested

Students’ Perceptions towards Using Mobile Application in Learning Speaking

The dramatic advancement technologies, particularly mobile applications, have influenced the education sector. The integration of mobile applications in education to change the teaching-learning process has taken place and led to innovative learning, including English language learning. Hence, this study aimed to find out the students’ perceptions and the factors influencing students’ perceptions toward the use of mobile application in learning English particularly speaking. To reach the objectives, this study used case study as the research method. The data were collected mainly through interview and observation. The participants were five vocational school students in Surakarta, Central Java, Indonesia. They were purposively selected because they had been familiar with mobile application and they had been taught speaking English using mobile application by their teacher, so that they could give adequate information.  The research findings showed positive perception from the students toward the use of Learn English Conversation application in learning speaking. They declared that the use of Learn English Conversation application could facilitate them in practicing speaking, bring fun and enjoyable learning during the learning process. Moreover, their positive perceptions were influenced by several factors such as the flexibility and the new learning experience given by the mobile application, the ease to run the mobile application and unrequired a lot of internet quota when the students run the mobile application