Sharing mobile multimedia annotations to support inquiry-based learning using Mobitop

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Investigating perceptions of a location-based annotation system

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A systematic literature review on the development and use of mobile learning (web) apps by early adopters

Surveys in mobile learning developed so far have analysed in a global way the effects on the usage of mobile devices by means of general apps or apps already developed. However, more and more teachers are developing their own apps to address issues not covered by existing m-learning apps. In this article, by means of a systematic literature review that covers 62 publications placed in the hype of teacher-created m-learning apps (between 2012 and 2017, the early adopters) and the usage of 71 apps, we have analysed the use of specific m-learning apps. Our results show that apps have been used both out of the classroom to develop autonomous learning or field trips, and in the classroom, mainly, for collaborative activities. The experiences analysed only develop low level outcomes and the results obtained are positive improving learning, learning performance, and attitude. As a conclusion of this study is that the results obtained with specific developed apps are quite similar to previous general surveys and that the development of long-term experiences are required to determine the real effect of instructional designs based on mobile devices. These designs should also be oriented to evaluate high level skills and take advantage of mobile features of mobile devices to develop learning activities that be made anytime at anyplace and taking into account context and realistic situations. Furthermore, it is considered relevant the study of the role of educational mobile development frameworks in facilitating teachers the development of m-learning apps

A review of the types of mobile activities in mobile inquiry-based learning

Inquiry-based Learning is increasingly suggested as an efficient approach for fostering learners’ curiosity and motivation. It helps learners to develop their ability to work in complex and unpredictable environments making them more critical thinkers and agentic learners. Although mobile technology is a suitable support for this learning process, there is a lack of practical strategies for educational practitioners to enact the right balance between enabling the agency and supporting the students through the mobile technology. Thus, we conducted a literature review that analyzed 62 studies on mobile inquiry- based learning. The analysis focused on the level of agency supported by mobile technology. This review study provided two main results. The first result is a two-layer classification –with five types and twelve subtypes– of the most common mobile activities used in inquiry-based learning. The types and subtypes are: 1) Direct instruction formed by 1a) location guidance, 1b) procedural guidance and 1c) metacognitive guidance, 2) Access to content formed by 2a) fixed and 2b) dynamic content, 3) Data collection that consists of 3a) cooperative and 3b) collaborative data collection, 4) Peer-to-peer communication formed by 4a) asynchronous and 4b) synchronous social communications and 5) Contextual support that includes 5a) augmented experience, 5b) immersive experience and 5c) adaptive feedback. The second result consists of an analytical framework –based on six dimensions– to assess the level of agency supported by the different types of mobile activities. The learners’ agency dimensions are: 1) Goals, 2) Content, 3) Actions, 4) Strategies, 5) Reflection and 6) Monitoring. Finally, the review presents insights on how this analytical framework can be used by educational practitioners to identify mobile activities that effectively balance learners’ agency with mobile technology. http://www.sciencedirect.com/science/article/pii/S0360131517302397?via%3Dihu