5,361 research outputs found
Transforming pedagogy using mobile Web 2.0
Blogs, wikis, podcasting, and a host of free, easy to use Web 2.0 social software provide opportunities for creating social constructivist learning environments focusing on student-centred learning and end-user content creation and sharing.
Building on this foundation, mobile Web 2.0 has emerged as a viable teaching and learning tool, facilitating engaging learning environments that bridge multiple
contexts. Today’s dual 3G and wifi-enabled smartphones provide a ubiquitous connection to mobile Web 2.0 social software and the ability to view, create, edit,
upload, and share user generated Web 2.0 content. This article outlines how a Product Design course has moved from a traditional face-to-face, studio-based learning
environment to one using mobile Web 2.0 technologies to enhance and engage students in a social constructivist learning paradigm.
Keywords: m-learning; Web 2.0; pedagogy 2.0; social constructivism; product desig
Facilitating social constructivist learning environments for product design Students using social software (Web2) and wireless mobile device.
It is well understood and has been well documented that there is much to gain by using social software in creating
collaborative learning communities. However little is known about using a context independent interactive collaborative
environment with an emphasis upon sharing, ease of use, customization and personal publishing (MobileWeb2). This paper
describes an innovative and integrated MobileWeb2 technology in a product design live project setting, that assists product
designers to solve a real problem to serve a real client. Students and teaching staff use a smartphone to capture design decisions
and prototypes and collate and share these via an online eportfolio. From the data collected from staff/students
surveys it was found that this method provided a stimulating collaborative environment that develops personal skill to bring
out their latent creativity in such a way that these will become part of their project. Opportunities for mobile web2 product
design projects are outlined. The logistics of providing access to appropriate hardware and software for all students are
also discussed
Mobile VLE vs. Mobile PLE: How Informal is Mobile Learning?
Mobile Learning Systems are often described as supporting informal learning; as such they are a good fit to the idea of Personal Learning Environments (PLEs), software systems that users choose and tailor to fit their own learning preferences. This paper explores the question of whether existing m-learning research is more in the spirit of PLEs or Virtual Learning Environments (VLEs). To do this we survey the mobile learning systems presented at M-Learn 2007 in order to see if they might be regarded as informal or formal learning. In order to categorise the systems we present a four dimensional framework of formality, based on Learning Objective, Learning Environment, Learning Activity and Learning Tools. We use the framework to show that mobile systems tend to be informal in terms of their environment, but ignore the other factors. Thus we can conclude that despite the claims of m-learning systems to better support informal and personal learning, today’s m-learning research is actually more in the spirit of a VLE than a PLE, and that there remains a great deal of unexplored ground in the area of Mobile PLE systems
Strategies for mlearning integration : evaluating a case study of staging and scaffolding mlearning integration across a three-year bachelor’s degree
This paper outlines the third iteration of integrating mobile web 2.0 within a Bachelors level course. An analysis and comparison of the impact of mobile web 2.0 across all three years of the 2009 course enables the development of implementation strategies that can be used to integrate mlearning into other tertiary courses, and inform the design of further Product Design mlearning integration iterations
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A literature review of the use of Web 2.0 tools in Higher Education
This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, ‘Peals in the Cloud’, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching
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Using mobile RE tools to give end-users their own voice
Researchers highlight end-user involvement in system design as an important concept for developing useful and usable solutions. However, end-user involvement in software engineering is still an open-ended topic. Novel paradigms such as service-oriented computing strengthen the need for more active end-user involvement in order to provide systems that are tailored to individual end-user needs. Our work is based on the fact that the majority of end-users are familiar with mobile devices and use an increasing number of mobile applications. A mobile tool enabling end-user led requirements elicitation could be just one of many applications installed on end-users' mobile devices. In this paper, we present a framework of end-user involvement in requirements elicitation which motivates our research. The main contribution of our research is a tool-supported requirements elicitation approach allowing end-users to document needs in situ. Furthermore, we present first evaluation results to highlight the feasibility of on-site end-user led requirements elicitation
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Location-based and contextual mobile learning. A STELLAR Small-Scale Study
This study starts from several inputs that the partners have collected from previous and current running research projects and a workshop organised at the STELLAR Alpine Rendevous 2010. In the study, several steps have been taken, firstly a literature review and analysis of existing systems; secondly, mobile learning experts have been involved in a concept mapping study to identify the main challenges that can be solved via mobile learning; and thirdly, an identification of educational patterns based on these examples has been done.
Out of this study the partners aim to develop an educational framework for contextual learning as a unifying approach in the field. Therefore one of our central research questions is: how can we investigate, theorise, model and support contextual learning
Big Data Privacy Context: Literature Effects On Secure Informational Assets
This article's objective is the identification of research opportunities in
the current big data privacy domain, evaluating literature effects on secure
informational assets. Until now, no study has analyzed such relation. Its
results can foster science, technologies and businesses. To achieve these
objectives, a big data privacy Systematic Literature Review (SLR) is performed
on the main scientific peer reviewed journals in Scopus database. Bibliometrics
and text mining analysis complement the SLR. This study provides support to big
data privacy researchers on: most and least researched themes, research
novelty, most cited works and authors, themes evolution through time and many
others. In addition, TOPSIS and VIKOR ranks were developed to evaluate
literature effects versus informational assets indicators. Secure Internet
Servers (SIS) was chosen as decision criteria. Results show that big data
privacy literature is strongly focused on computational aspects. However,
individuals, societies, organizations and governments face a technological
change that has just started to be investigated, with growing concerns on law
and regulation aspects. TOPSIS and VIKOR Ranks differed in several positions
and the only consistent country between literature and SIS adoption is the
United States. Countries in the lowest ranking positions represent future
research opportunities.Comment: 21 pages, 9 figure
Mobilising teacher education: a study of a professional learning community
This paper reports on a study of a community of university educators that investigated the introduction of mobile technologies into their learning and teaching. The study was conducted by a subgroup of that community. Given the ubiquity of mobile devices, members of the community felt they needed to develop expertise in mobile learning so that they could incorporate it into their teaching. They studied their own learning, supported by a critical friend who evaluated the community's functioning and activities, providing valuable feedback. Activities of this group were informed by and focused on: development of awareness of the potential of mobile devices for learning; construction of action plans within the community; and implementation of these plans. They also included investigating best-practice approaches by interviewing experts in the field, exploring the literature on mobile learning and then initiating and testing some mobile learning pedagogies in the context of their own teacher education subjects. The community met regularly to discuss emerging issues and applications. The paper shares some of the findings gained from studying the community, and discusses the challenges and constraints that were experienced. The authors conclude with recommendations for professional learning communities aiming to learn about technology-mediated teaching practices
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