Mobile Learning

Towards a Mobile Learning Curriculum

by Jacqueline Batchelor

Botha, A., Batchelor, J., Traxler, J., De Waard, I., & Herselman, M. E. (2012). Towards a Mobile Learning Curriculum. Paper presented at the IST-Africa 2012, Dar es Salaam, Tanzania.

The rapid spread and penetration of mobile devices to every layer of society has confronted the educational community... more The rapid spread and penetration of mobile devices to every layer of society has confronted the educational community with many new opportunities and responsibilities. As mobile computing and its disruptive aftermath enter the education arena, the challenge becomes how to harness the potential in ways that are beneficial to the educational community at large and the learners in particular. This paper outlines the initial conception, design research methodology followed and the development of the definitive Mobile Learning Curriculum Framework as a first attempt to systematically and comprehensively explore, where and how mobiles could appear within educational provision. The curriculum framework is underpinned by three broad learning objectives; to acquire domain knowledge, to develop sufficient and appropriate skills to enable mobile learning practice and to understand the role and impact of domain knowledge in the relation to the application context. To this end the curriculum framework is presented as a modular solution for adaption to accommodate differing contexts.

Misyurov D.A. Dialectical formulas based on the binary notation as the development formulas // Credo New. 2012. №2

by Dmitry Misyurov

The article suggests dialectical formulas based on the binary notation as the development formulas: formula with... more The article suggests dialectical formulas based on the binary notation as the development formulas: formula with dominant and the non-dominant elements; universal formula; formula with symbolic weight of elements; tautological formula. For example, it suggests an opportunity to use the dialectical formulas for modeling and artificial intelligence creation, etc.

Work-based mobile learning in the health sector-concept of a mobile learning system exemplified by educational scenarios of junior doctors

by Christoph Pimmer

Pimmer, C. (2009). Work-based mobile learning in the health sector: Concept of a mobile learning system exemplified by educational scenarios of junior doctors. Paper presented at the 3rd WLE Mobile Learning Symposium: Mobile Learning Cultures across Education, Work and Leisure WLE Centre, IOE London, UK.

Mobiles Lernen in betrieblichen Anwendungen. Mobile Learning – eine neue Erfolgsstory?

by Christoph Pimmer

Pimmer, C. (2008). Mobiles Lernen in betrieblichen Anwendungen. Mobile Learning – eine neue Erfolgsstory? E-Learning Dossier, 3.

Prototype Development in Mobile-Learning Design Research

by Alan Foley

Co-authored with Heng Luo

This paper explores the challenges in developing prototypes for mobile app development and explains how a web-based... more This paper explores the challenges in developing prototypes for mobile app development and explains how a web-based prototype addresses these challenges and can assist designers in both the design and testing process. The authors explored issues around prototype development by studying a prototype created for iAdvocate, an educational mobile application. Using data from the process of developing and implementing iAdvocate, the authors explore the criteria and requirements regarding the prototype development in mobile-learning design.

Developing Web Prototypes for Mobile-Learning Design Research

by Alan Foley

Designing Online Collaborative Location-Aware Platform for History Learning

by June Xiaojun Chen

The authors express their sincere gratitude to Dr. Sorin A. Matei for his guidance in designing the course module and his provision of platform content.

The emergence of geographic visualization and location aware technologies provides educators and teachers with an... more The emergence of geographic visualization and location aware technologies provides educators and teachers with an opportunity to design more effective instructional materials. Visible Past is an innovative learning and discovery project that integrates mapping services with a content management system and 3D virtual reality capabilities. In addition, the system allows for the connection of physical locations or objects such as books and digital artifacts and documents through 2D codes. Similar to barcodes, they can be read by any camera enabled cell phone
triggering information retrieval from the web. This adds an element of portability and of meshing up print based media with digital information to the educational process. This paper describes
a recent attempt to integrate a location-aware platform into the high school history curriculum. Authors have reviewed the literature related to online history inquiry activity (i.e. collaborative
and reflective learning in history), as well as to newly innovative context-aware learning theory. The process of the module design is described and grounded in the literature. Learning effects and
future development paths of proposed technology are discussed.

Chen, X. & Choi, J. (2010). Designing online collaborative location-aware platform for history learning. Journal of Educational Technology Development and Exchange, 3(1), 13-26.

ConsoleGBL-Pedagogy_GROFF-HOWELLS-CRANMER

by Jennifer S. Groff

Co-authored with Cathrin Howells and Sue Cranmer

The main focus of this research project was to identify the educational benefits of console game-based learn- ing in... more The main focus of this research project was to identify the educational benefits of console game-based learn- ing in primary and secondary schools. The project also sought to understand how the benefits of educational gaming could transfer to other settings. For this purpose, research was carried out in classrooms in Scotland to explore learning with games played on games consoles, such as PlayStation, Xbox, and Wii. Interviews were carried out with school leaders, classroom teachers, and students in 19 schools and followed up by a series of lesson observations in four of these schools. Findings include significant impact on students’ performance and engagement, as well as strong support from participating teachers and school leaders.

Emotive Vocabulary in MOOCs: Context & Participant Retention

by Nilgun Özdamar Keskin

Apostolos Koutropoulos [a.koutropoulos@umb.edu],
University of Massachusetts, Boston, [http://www.umb.edu], United States of America,
Michael Sean Gallagher [gallagher.michaelsean@gmail.com],
Institute of Education, University of London, United Kingdom
Sean C. Abajian [sean.abajian.74@my.csun.edu],
California State University, Northridge, United States of America,
Inge de Waard [ingedewaard@gmail.com],
Athabasca University, Alberta, Canada,
Rebecca Joanne Hogue [rhogue@pobox.com],
University of Ottawa, Canada,
Nilgün Özdamar Keskin [nilgunokeskin@gmail.com],
Anadolu University, Turkey
C. Osvaldo Rodriguez [cor_ar@yahoo.com],
Universidad del CEMA, Ciudad de Buenos Aires, Argentina

Abstract

Massive Online Open Courses (MOOCs) have been growing in popularity with educational researchers,... more Abstract

Massive Online Open Courses (MOOCs) have been growing in popularity with educational researchers, instructors, and learners in online environments. Online discussions are as important in MOOCs as in other online courses. Online discussions that occur in MOOCs are influenced by additional factors resulting from their volatile and voluntary participation structure. This article aims to examine discussions that took place in MobiMOOC in the spring of 2011, a MOOC structured around mobile learning. This line of inquiry focused on language from the discussions that contained emotive vocabulary in the MobiMOOC discussion forums. Emotive vocabulary is words or phrases that are implicitly emotional (happy, sad, frustrated) or relate to emotional contexts (I wasn’t able to…). This emotive vocabulary, when present, was examined to determine whether it could serve as a mechanism for predicting future and continued participation in the MOOC. In this research, narrative inquiry approach was used in order to shine a light on the possible predictive qualities of emotive text in both participants who withdrew from the course as well as moderately or moderately active participants. The results indicated that emotive vocabulary usage did not significantly predict or impact participation retention in MobiMOOC.

Keywords: MOOC, Online Learning, Participation, Emotional language, Affective Factors, Narrative inquiry

Using Place As Provocation: In Situ Collaborative Narrative Construction

by Alli Crandell

eLearning in a bank setting: the case of BPS (Suisse)

by Stefano Tardini

NON-CONVENTIONAL DEVICES IN TRAINING: USING A PSP IN A BANK SETTING

by Stefano Tardini

Op-ed: Digital Ways of Preventing HIV Are the Best Medicine

by Christopher Walsh

By Gurmit Singh & Christopher S Walsh

Why are we so fixated on finding a medical solution when, as social networks revolutionize sex in our community, gay... more Why are we so fixated on finding a medical solution when, as social networks revolutionize sex in our community, gay men are successfully using new technology to combat HIV?

Online People Tagging: Social (Mobile) Network(ing) Services and Work-based Learning

by John Cook

Cook, J., & Pachler, N. (2012). Online People Tagging: Social (Mobile) Network(ing) Services and Work-based Learning. British Journal of Educational Technology. to appear September-Dec. Contect author for final draft.

Social and mobile technologies offer users unprecedented opportunities for communicating, interacting, sharing,... more Social and mobile technologies offer users unprecedented opportunities for communicating, interacting, sharing, meaning-making, content and context generation. And, these affordances are in constant flux driven by a powerful interplay between technological innovation and emerging cultural practices. Significantly, also, they are starting to transcend the everyday life-worlds of users and permeate the workplace and its practices. However, given the emergent nature of this area, the literature on the use of social and mobile technologies in workplace practices is still small. Our main focus will, therefore, be on the question of what, if any, potential there is for the use of social media in informal, professional, work-based learning. The paper provides a critical overview of key issues from the literature on work-based learning, face-to-face and technology supported, as well as social (mobile) networking services with particular attention being paid to people tagging. It then introduces an initial typology of informal workplace learning in order to provide a frame for understanding social (mobile) network(ing) services in work-based learning. Finally, a case study (taken from the literature) of people tagging in digital social networks in the European Commission funded MATURE project is used to illustrate aspects of our typology.

What is the Potential for the Use of Social Media and Mobile Devices in Informal, Professional, Work-Based Learning?

by John Cook

Cook, J. and Pachler, N.

Invited talk at Centre for Teaching, Learning and Technology, University of British Columbia, Vancouver, Canada on... more Invited talk at Centre for Teaching, Learning and Technology, University of British Columbia, Vancouver, Canada on 16th April

Can Social Media and Mobile Devices be Used to Design Transformative, Augmented Contexts for Learning?

by John Cook

Cook, J.

Invited talk at Centre for Teaching, Learning and Technology, University of British Columbia, Vancouver, Canada on... more Invited talk at Centre for Teaching, Learning and Technology, University of British Columbia, Vancouver, Canada on 16th April, 2012

Text in the city: competing translations in a Metropolitan University

by Nicola Whitton

Co-authored with Peter Bird and Mark Stubbs.

It is well understood that introducing mobile learning technologies into Higher Education is not without issues.... more It is well understood that introducing mobile learning technologies into Higher Education is not without issues. M-Learning has the power to be highly disruptive to the way in which university courses are delivered and raises issues not only about how people teach and learn but also has the ability to challenge the culture and structure of the educational institute itself. Introducing a scheme where lecturers’ announcements in a VLE (Virtual Learning Environment) are directed to students via SMS would appear to be straightforward, given that it doesn’t increase the tutors workload, and almost all students have suitable devices. However, even with this apparently simple upgrade to a VLE, there are competing solutions, divergent requirements, data protection and software integration issues. The paper looks at experiences in a current trial project and analyses some of the issues using Actor Network Theory (ANT). It also suggests changes in organisational practice that might help to solve these conflicts and unify requirements and solutions.

Encouraging Museum Visitor Engagement Using Spontaneous Talk-in-Interaction Audio Guides

by Brian P. Elliston

We describe the building and testing of a museum audio tour with content recorded as spontaneous interactive dialogue... more We describe the building and testing of a museum audio tour with content recorded as spontaneous interactive dialogue between two curators as they walked around an art gallery. The aim was to produce a guide which would increase the amount of topically relevant talk shared by people visiting a museum in groups of two or more. Conversation analysis is used to show how a pair of visitors engaged more with the content of the guide than they would have with audio produced as traditional scripted monologue. Examples of a variety of engagement types are detailed and a supporting rationale drawing on Goffman’s theory of ‘footing’ is discussed. The approach potentially offers a low cost way for organisations involved in informal learning to produce flexible in-house audio content for mobile and e-learning, which improves visitor engagement both with the content and with one another, and leads to a more enjoyable visitor/learner experience than traditional forms of audio.

Reflecting back, looking forward: the challenges for location-based learning

by Elizabeth FitzGerald (née Brown)

Full citation:
Brown, E., Sharples, M., Wishart, J., Tangney, B., Taylor, J., Beddall-Hill, N., Glahn, C., Börner, D., Clough, G., Wijers, M., Jonker, V., Cook, J. and L. Lyons (2010) Reflecting back, looking forward: the challenges for location-based learning. In: Brown, E. (ed) Education in the Wild: A report from the STELLAR Alpine Rendez-Vous workshop series. University of Nottingham: Learning Sciences Research Institute (LSRI). ISBN 9780853582649: pp. 62-63.

This final section of the report has been reproduced from “D3.1 The STELLAR Rendez-Vous I report and white papers”,... more This final section of the report has been reproduced from “D3.1 The STELLAR Rendez-Vous I report and white papers”, published in 2009 by the STELLAR Network of Excellence. It is included here for completeness; we, as co-authors, felt that it was important to look back at the main contributions to theworkshop and also where the challenges lie for the future.

This chapter addresses 2 critical questions:

- What has been learned from this workshop, especially in respect to the STELLAR Grand Challenges (“Connecting learners”, “Orchestration” and “Contextualisation”)?

- What are the new research questions and issues for location-based learning, with respect to the Grand Challenges (“Connecting learners”, “Orchestration”and “Contextualisation”)?

WiGiTGroup-VisionandScopeVersion0.1McKnight3.27.2012

by Lee McKnight