31,609 research outputs found
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Landscape Study in Wireless and Mobile Learning in the post-16 sector
In the post-16 sector (further and higher education, and adult and community learning) there is a need to understand how wireless and mobile technologies can contribute to improving the student experience of learning, and help institutions fulfil their missions in an age of incomparably fast technological change. In the context of this interest and growing need, a Landscape Study project was commissioned by JISC through the Innovation strand of the JISC e-Learning Programme in 2004-5. Our project aims were to take a birds-eye view of developments and practice in the UK and internationally, and to communicate our findings to a broad and varied audience. The Summary report is accompanied by 3 associated reports on 'Current Uses', 'Potential Uses' and 'Strategic Aspects'. (The four reports are available in one single document here.
Does Mobile Technology Matter? A Student Centric Perspective
Based on a student-centric perspective, this study seeks to understand how mobile technology influences studentsâ learning experiences. Our research motivation is driven by the increasing attention paid to mobile technology in the research and business community. Set in a public university setting, our investigation seeks to shed light on how teaching and learning could be reshaped by mobile technology, most specifically, emerging tablet PCs. The findings, based on two MIS (Management Information Systems) courses, one graduate and the other undergraduate, suggest that overall students perceived the mobility of tablet PC positively. In addition, graduate students expressed a higher degree of learning satisfaction and greater expectation of future technology usage than undergraduate students. Indeed, mobile technology seems to matter to studentsâ learning in general. The finding is particularly relevant when considering how to incorporate mobile technology into teaching practice as such technology-driven teaching practice is increasingly being expected in the contemporary networked society. Additional insights for managers, technology vendors, and college instructors are also discussed
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. Todayâs 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
Fast parallel volume visualization on cuda technology
In the medical diagnosis and treatment planning, radiologists and surgeons rely
heavily on the slices produced by medical imaging scanners. Unfortunately, most of
these scanners can only produce two dimensional images because the machines that
can produce three dimensional are very expensive. The two dimensional images from
these devices are difficult to interpret because they only show cross-sectional views
of the human structure. Consequently, such circumstances require highly qualified
doctors to use their expertise in the interpretation of the possible location, size or
shape of the abnormalities especially for large datasets of enormous amount of slices.
Previously, the concept of reconstructing two dimensional images to three
dimensional was introduced. However, such reconstruction model requires high
performance computation, may either be time-consuming or costly. Furthermore,
detecting the internal features of human anatomical structure, such as the imaging of
the blood vessels, is still an open topic in the computer-aided diagnosis of disorders
and pathologies. This study proposed, designed and implemented a visualization
framework named SurLens with high performance computing using Compute
Unified Device Architecture (CUDA), augmenting the widely proven ray casting
technique in terms of superior qualities of images but with slow speed. Considering
the rapid development of technology in the medical community, our framework is
implemented on Microsoft .NET environment for easy interoperability with other
emerging revolutionary tools. The Visualization System was evaluated with brain
datasets from the department of Surgery, University of North Carolina, United
States, containing 109 datasets of MRA, T1-FLASH, T2-Weighted, DTI and
T1-MPRAGE. Significantly, at a reasonably cheaper cost, SurLens Visualization
System achieves immediate reconstruction and obvious mappings of the internal
features of the human brain, reliable enough for instantaneously locate possible
blockages in the brain blood vessels without any prior segmentation of the datasets
Mobile learning teacher competencies framework
Advancements in mobile and wireless technologies have increased the adoption rate of mobile learning. Mobile learning offers numerous affordances to education: time and location independence, ubiquity and context awareness, adaptivity and personalization, social interactivity and easier administration. However, for the effective integration of mobile learning in schools, teachers should have the appropriate competencies in order to integrate mobile technologies into their professional practise. Existing Information and Communication Technologies (ICT) frameworks provide general guidelines to pre-service and in-service teachers for the appropriate use of digital technologies across education. Examples of such frameworks are the UNESCO ICT Competency Framework for Teachers (ICT CFT v.3), the International Society for Technology in Education (ISTE) standards and the European Framework for the Digital Competence of Educators (DigCompEdu). While the aforementioned frameworks provide a set of competencies that educators need to master in order to effectively use digital technologies in their professional practise, they are not focused on specific educational technologies. Wireless and mobile technologies, on the other side, have introduced a set of characteristics that are rather unique to mobile learning: personalisation and adaptivity, ubiquity and context-awareness, interactivity and authenticity, self-directedness and collaboration. The current study proposes the development of a framework that explicitly defines the mobile learning competencies that teachers need to have in order to effectively integrate mobile learning into their professional practise so as to enhance and innovate education and training. The proposed framework is based on current digital competencies frameworks and incorporates the following aspects of teachersâ professional practise: mobile technologies, digital citizenship, safety, classroom management, pedagogy, teaching, assessment, and professional engagement. Moreover, the framework introduces a progression model identifying three expertise levels: beginner, competent and proficient. The proposed framework for teachersâ mobile learning competencies is aiming to function in a complementary fashion to the current general digital competency frameworks by providing explicit links between mobile learning competencies and teachersâ practise and continuous professional development. The framework can provide a useful guidance for the development of teachersâ training programs that promote mobile learning competencies and also for self-assessment to evaluate individual mobile learning competence levels
Mobilizing learning: mobile Web 2.0 scenarios in tertiary education
Based upon three years of mobile learning (mlearning) projects, a major implementation project has
been developed for integrating the use of mobile web 2.0 tools across a variety of departments and
courses in a tertiary education environment. A participatory action research methodology guides and
informs the project. The project is based upon an explicit social constuctivist pedagogy, focusing on
student collaboration, and the sharing and critique of student-generated content using freely available
web 2.0 services. These include blogs, social networks, location aware (geotagged) image and video
sharing, instant messaging, microblogging etc⌠Students and lecturers are provided with either an
appropriate smartphone and/or a 3G capable netbook to use as their own for the duration of the
project. Keys to the projects success are the level of pedagogical and technical support, and the level
of integration of the tools into the courses â including assessment and lecturer modelling of the use of
the tools. The projects are supported by an intentional community of practice model, with the
researcher taking on the role of the âtechnology stewardâ. The paper outlines three different scenarios
illustrating how this course integration is being achieved, establishing a transferable model of mobile
web 2.0 integration and implementation. The goal is to facilitate a student-centred, collaborative,
flexible, context-bridging learning environment that empowers students as content producers and
learning context generators, guided by lecturers who effectively model th
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Mobile language learning now and in the future
The widespread ownership of mobile devices such as cellphones, personal media players, personal digital assistants (PDAs), smartphones and wireless laptops means that âmobile learningâ is no longer in the preserve of technical experts and researchers with specialist knowledge. Teachers and learners have begun to integrate mobile technologies into everyday practices and there is evidence of efforts to invent exciting new scenarios of use. Language learning is one of the disciplines that looks set to benefit from these developments. Learners can make good use of the facilities to record and to listen to audio at any time, supported by the rising availability of podcasts and the âalways onâ characteristics of portable devices which encourage spontaneous interactions. Mobile learning promises to deliver closer integration of language learning with everyday communication needs and cultural experiences
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
The LAB@FUTURE Project - Moving Towards the Future of E-Learning
This paper presents Lab@Future, an advanced e-learning platform that uses novel Information and Communication Technologies to support and expand laboratory teaching practices. For this purpose, Lab@Future uses real and computer-generated objects that are interfaced using mechatronic systems, augmented reality, mobile technologies and 3D multi user environments. The main aim is to develop and demonstrate technological support for practical experiments in the following focused subjects namely: Fluid Dynamics - Science subject in Germany, Geometry - Mathematics subject in Austria, History and Environmental Awareness ââŹâ Arts and Humanities subjects in Greece and Slovenia. In order to pedagogically enhance the design and functional aspects of this e-learning technology, we are investigating the dialogical operationalisation of learning theories so as to leverage our understanding of teaching and learning practices in the targeted context of deployment
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