Mobile Learning Application for Basic Router and Switch Configuration on Android Platform

AbstractThis paper presents the design and development of Mobile Learning Application for Basic Router and Switch Configuration on Android Platform using Java Programming Language to help students in computer networking courses at the Department of Computer Technology and Networking, Faculty of Computer and Mathematical Sciences, University of Technology Mara, Malaysia. Our approach is to incorporate multimedia animations concept with command langguage to create the pervasive learning environment in presenting the Router and Switch Configuration systematically. With this mobile learning application, student could learn at his or her own pace, anywhere and anytime. This mobile learning application intends to complement the current traditional classroom and e-learning systems. Initial testing has shown that a well-presented multimedia animations capability that is delivered through a mobile phone has a great potential to promote and enhance learning process

Using Augmented Reality as a Medium to Assist Teaching in Higher Education

In this paper we describe the use of a high-level augmented reality (AR) interface for the construction of collaborative educational applications that can be used in practice to enhance current teaching methods. A combination of multimedia information including spatial three-dimensional models, images, textual information, video, animations and sound, can be superimposed in a student-friendly manner into the learning environment. In several case studies different learning scenarios have been carefully designed based on human-computer interaction principles so that meaningful virtual information is presented in an interactive and compelling way. Collaboration between the participants is achieved through use of a tangible AR interface that uses marker cards as well as an immersive AR environment which is based on software user interfaces (UIs) and hardware devices. The interactive AR interface has been piloted in the classroom at two UK universities in departments of Informatics and Information Science

An Evaluation of Computer Aided Learning (BRAC-CAL) in Secondary Schools in Bangladesh.

BRAC initiated Computer Aided Learning (CAL) programme, the first ever in Bangladesh, to introduce ICT based materials in teaching-learning in 2004 Along with digital contents of Science, English and mathematics of secondary level, this programme provided basic ICT and content delivery training to the teachers of programme schools. A qualitative evaluation following the Realist Evaluation framework was designed to evaluate the programme mechanism, context and outcome. Data were collected from six secondary schools selected purposively. Findings showed that both teachers and students enjoyed the CAL materials and also believed that those materials had changed classroom scenario by improving learners’ attention and participation in classroom activities. However, significant difference was not observed between CAL and non-CAL classrooms. Teachers struggled to organise collaborative learning tasks such as group and pair works. Students also had limited participation in teaching-learning process. Irregular electricity supply sometimes hampered use of CAL materials. Furthermore, students had limited access to these materials. Bearing this context the recommendations were to focus more on teachers’ pedagogic improvement and to create more scopes for students’ self use of these materials

Integrating ICT through multimodal discourse in a primary classroom

Most children talk to their parents about what they learned at school. Parents hear about books read, pictures drawn, stories written and games played. But how often do parents hear of children using ICT to make multimedia stories with a mathematical focus? In this paper the term “multimodality” will be used to describe such activities. Kress (2004) states that multimodality “deals with all the means we have for making meanings – the modes of representation – and considers their specific way of configuring the world.”Although digital technology is now available in most Australian schools, classroom use of such technology is not always creative and meaningful for learners. Recent state and federal government initiatives provide teachers with opportunities to integrate various digital technology applications into their classroom practice. In late 2011 a small research project was conducted with a class of Grade 4 students from an outer suburban Melbourne government school. As part of the project students planned and produced a multimedia artefact that explained some aspect of mathematics they had learned during the year.This paper outlines the planning and production of the multimedia artefacts created by the students, together with a brief discussion of some impediments to teacher use of technology that were identified by teachers at the school. Other issues considered include assessment and reporting in multiple subject areas based on one piece of student work, and the balancing of the relative importance of subject areas in integrated projects and tasks. The authors argue for the development and deliberate inclusion of integrated multimodal activities throughout the primary school curriculum

Multi-Media As a Cognitive Tool

Two of the modalities used to present information to students, namely, animation and verbal representation are in a constant competition in effectiveness, without any persistent winner, except when it comes to conceptual versus procedural knowledge. Here, we present an architecture that combines the two into a multi-media tutoring system. This system is tested and results indicate that combining the two media leads to a cognitive interaction that promotes student learning with no less than 40% from their post classical-classroom session levels. A test for individual differences indicates that this group is almost equally divided between those described as “spatially oriented” and those described as “verbally oriented”. Learning across the two types of learners does not show any significant differences, except with respect to one question. This implies that perhaps, the two media may have ambiguous internal factors that support each other. Additionally, individual learning styles does not seem to be a clear-cut division, and is instead a “preference” of one modality as a primary source of learning, not an only one

Barriers and enablers in integrating cognitive apprenticeship methods in a Web-based educational technology course for K-12 (primary and secondary) teacher education

The purpose of this study is to investigate the integration of a cognitive apprenticeship model into an educational technology Web‐based course for pre‐service primary through secondary teacher education. Specifically, this study presents an overview of methods, tools and media used to foster the integration of a cognitive apprenticeship model, and presents the types of barriers and enablers encountered when attempting to participate in a computer‐mediated cognitive apprenticeship. The methodological framework for this investigation is a qualitative case study of an educational technology course for pre‐service primary through secondary teacher education. The findings of this study reveal that various tools, methods and media were used to varying degrees of success to foster cognitive apprenticeship methods in a Web‐based learning environment. The goal of this study was to better understand the pragmatics, suitability, affordances and constraints of integrating cognitive apprenticeship methods in a Web‐based distance education course for teacher education

Transforming classroom practices through teachers' learning of TPACK: The case of in-service teachers at Kibasila Secondary School in Tanzania

This study investigated the extent to which teachers’ learning of Technological Pedagogical Content Knowledge (TPACK) has an impact on their technology use and classroom practices. The study involved 12 in-service teachers and 40 students from Kibasila secondary school in Tanzania. During the study, teachers participated in training about TPACK and in teacher design teams they designed technology-enhanced Biology, Chemistry and Physics lessons. Data were collected through a teacher questionnaire, an observation checklist, student questionnaire and a teacher interview. Results showed that after learning TPACK, teachers’ classroom practices shifted from teacher-centered approach to learner-centered approaches that utilize technology. Students' interest on the lessons was also enhanced. In addition, there was an increase in the interaction between students and teachers during the classroom session. Given these findings, we concluded that, teachers’ development of TPACK has an impact on the teachers' teaching approaches

Interactive Software to Accompany Yookoso: Has it all Been Worthwhile?

In this paper, we describe the development of interactive software to accompany Yookoso (Tohsaku 1999), the textbook in use in the first two years of the Japanese language course at Queensland University of Technology. We begin with a discussion of what is meant by interactivity; we then examine the advantages of using the software in association with the textbook package, as opposed to using the textbook package alone. We also discuss the importance of integrating multimedia materials into the curriculum and the role of the teacher in this model of ‘blended learning’. It is hoped the paper will prove useful to those who are considering implementing or have already implemented a CALL component in their Japanese language program