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

Development of RFID English Learning Supporting System for Elementary School Students in Taiwan

[[abstract]]This study integrated situated learning strategies, Radio Frequency Identification (RFID) technology and handheld device (PDA) works with fifth grade English teachers to develop an English learning supporting system. The results show that fifth grade students are highly satisfied by this system and they also agree the system which is good for their English learning. Moreover, the higher positive learning attitude students perform better than others and the students have higher satisfaction also perform better in achievement score.[[incitationindex]]EI[[conferencetype]]國際[[conferencedate]]20111024~20111026[[iscallforpapers]]Y[[conferencelocation]]Macao, Chin

Bibliographic and Text Analysis of Research on Implementation of the Internet of Things to Support Education

The Internet of Things (IoT) has pervaded practically all aspects of our lives. In this exploratory study, we survey its applications in the field of education. It is evident that technology in general, and, in particular IoT, has been increasingly altering the educational landscape. The goal of this paper is to review the academic literature on IoT applications in education to provide an understanding of the transformation that is underway. Using topic modeling and keyword co-occurrence analysis techniques, we identified five dominant clusters of research. Our findings demonstrate that IoT research in education has mainly focused on the technical aspects; however, the social aspects remain largely unexplored. In addition to providing an overview of IoT research on education, this paper offers suggestions for future research

Student proposals for design projects to aid children with severe disabilities

Citation: Warren, S. (2016). Student proposals for design projects to aid children with severe disabilities.Children with severe disabilities have unique individual needs. Technology-based designs intended to quantify the well-being of these children or assist them with learning or activities of daily living are often by nature "one of" designs tightly matched to these needs. For children with severe autism, such designs must be incorporated into their environments in unobtrusive ways to avoid upsetting or distracting these children. This design space and its affiliated challenges offer a rich environment for engineering students to exercise their design creativity. This paper presents an end-of-semester exercise for a Kansas State University Introduction to Biomedical Engineering class, where students propose senior-design projects geared toward children with severe disabilities. The goal of the exercise is to integrate concepts related to biomedical devices, design factors, care delivery environments, and assistive technology into a proposed design with clear practical benefit that can be implemented in prototype form by a senior design team over the span of about two semesters. The deliverable for the design exercise is a four-page paper in two-column IEEE format that adheres to a pre-specified structure. To focus these design-project ideas, students are asked to offer their thoughts within the framework of needs specified by clinical staff at Heartspring in Wichita, KS, a facility that serves severely disabled children, where nearly all of the full-time residents are autistic, and most are nonverbal. In addition to the educational benefits offered by this experience, the author's intent is to help spur ideas for new senior design projects that can be supported with resources from existing NSF-funded grants which provide equipment and materials for such endeavors. Six semesters worth of design ideas are presented here, along with the results of assessment rubrics applied to the final papers. The class is populated by students from various departments within the Kansas State University College of Engineering, so design proposals are varied and incorporate low-level to system-level solutions. Some of these design ideas have been adopted by design teams, whereas others await attention. © American Society for Engineering Education, 2016

What common design principles can be distilled out from literature in the field of technologies and learning difficulties that might inform the design of technologies within the EU funded ARCHES Project?

The focus of this research report is people who have diverse access needs associated with perception, memory, cognition and communication- those who are frequently ascribed the label of ‘learning difficulties’1 and the technologies that may help to enhance their access to and inclusion into cultural and heritage sites (including digital assets)

Introduction to location-based mobile learning

[About the book] The report follows on from a 2-day workshop funded by the STELLAR Network of Excellence as part of their 2009 Alpine Rendez-Vous workshop series and is edited by Elizabeth Brown with a foreword from Mike Sharples. Contributors have provided examples of innovative and exciting research projects and practical applications for mobile learning in a location-sensitive setting, including the sharing of good practice and the key findings that have resulted from this work. There is also a debate about whether location-based and contextual learning results in shallower learning strategies and a section detailing the future challenges for location-based learning