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Mobiles Lernen
Abstract
Mobiles Lernen wird im vorliegenden Beitrag zunächst als Konzept vorgestellt, das in verschiedenen Diskursen des Alltags,
der Politik, der Technologie, der Wirtschaft und der Wissenschaft figuriert. Dabei zeigt sich, dass ein Verständnis des Konzepts
im Sinne von ›Lernen mit mobilen Endgeräten und Softwareanwendungen‹ nur begrenzt brauchbar ist. Bei näherer Betrachtung erweisen
sich neben den physischen Aspekten der Mobilität auch Aspekte psychischer, kognitiver und sozialer Mobilität als bedeutsam.
Im Hinblick auf eine differenzierte wissenschaftliche Auseinandersetzung mit der Thematik des mobilen Lernens werden Erweiterungen
einer pädagogischen Theorie des Lernens vorgeschlagen und ausgewählte Aspekte einer mobilen Kommunikationskultur sowie des
Mikrolernens zur Diskussion gestellt. Anhand einer Auswahl von Anwendungsbeispielen wird darüber hinaus verdeutlicht, wie
individuelle und soziale Formen des Wissensaufbaus unterstützt werden können. Im abschließenden Fazit bleibt offen, inwieweit
differenzierte Konzeptionen des mobilen Lernens auch zu innovativen pädagogischen Praxen beitragen werden.
Dieser Artikel beschreibt, wie angehende Lehrkräfte darauf vorbereitet werden können, Unterricht digital-angereichert zu gestalten. Durch den Ansatz Learning by Design haben Studierende eigene digitale Lernmaterialien gestaltet, die jetzt als OER allen Lehrkräften zur Verfügung stehen. Bei der Evaluation der Intervention hat sich gezeigt, dass die Studierenden sowohl technologisches, als auch pädagogisch-didaktisches Wissen erwerben und anwenden konnten.
Tablets, Handys und Smartphones sind immer häufiger im Besitz von Kindern und Jugendlichen, aber auch von Lehrerinnen und Lehrern. Schaut man sich die Geräteformen genauer an, so sind zwei Merkmale dieser für den folgenden Text relevant: Zum einen sind diese Geräte so klein und handlich, dass sie mobil und damit überall genutzt werden können, zum anderen ermöglichen sie Zugang und Vernetzung, wie dies bisher kaum möglich war. Medienhandeln findet damit per se immer und überall statt, immer mehr Orte werden zu Medienorten, so auch die Schule. Und immer mehr Orte werden dadurch mit der Schule damit verbunden. Ausgehend von Unterrichts(-entwicklungs-)projekten nimmt der vorliegende Beitrag dezidiert eine Perspektive von Schulentwicklung ein und fragt nach Implikationen von mobilem Lernen für die Institution und Organisation Schule. Adressiert werden dabei vor allem Fragen nach der Rolle von Kontexten und deren Verbindung durch Medien innerhalb und außerhalb von Bildungsinstitutionen sowie Fragen nach Lehrer-, Lehrerinnen- und Schulleitungshandeln, vor allem unter dem Aspekt von Professionalisierung. Nicht aufgenommen werden können aus Platzgründen Aspekte um die mit der mobilen Medienpraxis einhergehende Veränderungen einer Pädagogisierung der Alltagswelt.
Mobile Learning wird in den letzten Jahren von Experten und Expertinnen immer wieder als Trend bezeichnet, die tatsächliche Nutzung und Verbreitung in der betrieblichen Bildung ist bislang jedoch eher ernüchternd. Neuere Ansätze im Bildungsmanagement sehen die Potenziale von Mobile Learning nicht nur in zeit- und ortsunabhängigem (Mikro-) Lernen, in der Verbindung von informellem und formellem Lernen, sondern auch bei der Unterstützung von Lernen entlang einer Bildungsbiographie über verschiedene Bildungsstufen hinweg. Hier ist eine Empowerment-orientierte Organisations- und Personalentwicklung erforderlich. Um diesem Entwicklungssprung von Mobile Learning Rechnung zu tragen, etabliert sich zunehmend der Begriff Seamless Learning bzw. Mobile Assisted Seamless Learning. Dieser Beitrag möchte daher einen umfassenden konzeptionellen Rahmen zur Einordnung und zum Verständnis von Mobile Learning im betrieblichen Bildungsmanagement liefern. Ziel ist es, Ausgangslage, Perspektiven sowie künftige Entwicklungslinien für den Einsatz von Mobile Learning in der betrieblichen Bildung aufzuzeigen.
Als Nintendo vor 25 Jahren (1990) den Game Boy auf den europäischen Markt brachte, hat diese erste tragbare Spielkonsole nicht nur die gesamte Computerspielbranche verändert, sondern auch die Medienbiografie von vielen der heute 30- bis 40-Jährigen beeinflusst. Gegenwärtig scheint mit der gesellschaftlichen Diffusion von Smartphones und Tablets eine weitere bedeutsame Entwicklung im Computerspielmarkt und im mobilen Spielen von Kindern angestoßen worden zu sein. Dieser Eindruck entsteht zumindest, wenn man die öffentliche Diskussion und das Marketing von Hardware- und SpieleherstellerInnen beobachtet. Aber stimmt das Bild einer von Smartphone und Tablet eroberten Kinderspielewelt tatsächlich mit der Realität überein bzw.
Betrachtet man die veränderten Mediennutzungspraktiken von Jugendlichen und jungen Erwachsenen, so zeigt sich, dass diese sich gerade mit Blick auf die Freizeit und den Bereich der Unterhaltung, Information und Kommunikation deutlich gen Online-Medien entwickeln (mpfs 2012; van Eimeren/Frees 2012; Initiative D21 2013). Doch neben Fragen der Mediensozialisation, die hiermit verbunden sind, erscheint es auch sinnvoll, im Schnittfeld von Mediensozialisation und Mediendidaktik danach zu fragen, inwiefern mit der sich verändernden Medienausstattung und -nutzung Konsequenzen für die Gestaltung von Lehr- und Lernprozessen einhergehen können und möglicherweise müssen. Dabei wird hier keinesfalls unterstellt, dass Lernende – und im vorliegenden Kontext medienaffine Studierende – ihre jahrelang erprobten Lernstrategien und Praktiken des Wissenserwerbs von heute auf morgen verändern. Doch zeigt sich beispielsweise an der vermehrten Nutzung von kollaborativen Werkzeugen und computervermittelter Kommunikation im Studium, dass ein Wandel der Arbeits- und Lerngewohnheiten langsam vonstattengehen kann.
This paper illustrates the research design (including the pilot study) of a work-in-progress study aimed at examining the potential of bilingual podcasts for the vocabulary acquisition in Italian as an L3 in the Austrian school context for beginning learners. The longitudinal study tries to link findings of the Lexical Approach (Lewis, 1993, 1997) and the Mental Lexicon (Aitchison, 2005) by taking into account lexical learning and the importance of spoken language for acquisition and by connecting them to the opportunities offered by podcasts as a means of mobile (micro) learning (cf. Hug, 2007a, 2007b, 2010a, 2010b; Hug & Friesen, 2007). In order to investigate the effects of podcasts on the lexical acquisition of Italian as an L3 two groups of participants will be analysed: (a) an experimental group (students use self-made, bilingual podcasts – German-Italian – to learn the lexical items), and (b) a control group (students are presented with lexical input without using podcasts). During the study, classroom teaching of the two groups will be observed in order to conduct a third-party-observation (cf. Bortz & Döring, 2009) of the participants and to compare and contrast their lexical input. A pre- and a post-test of lexical acquisition will be carried out at the beginning and the end of the observation period. As the use of podcasts as a tool of mobile learning might considerably change the vocabulary learning strategies of the participants in the experimental group, a questionnaire at the beginning and the end of the study will be applied in addition. It is assumed that, due to the Lexical Approach and the Mental Lexicon and enhanced by the mobile nature of the podcasts, the experimental group will achieve a higher increase of Italian lexicon than the control group. However, the executed pilot study has revealed weaknesses in the research design, which have to be adapted for the final case study.
Keywords: lexicon, mobile learning, Italian.
A mobility shift in the usage of media is characterizing today's society and influences the way people communicate, amuse and learn. In this paper a basic correlation between mobile gaming and mobile learning is explored. Therefore a quantitative study among 597 students, as the most intense user of mobile media, was conducted. The results of the study show that mobile gamers are capable of a broader and more sophisticated range of activities regarding their mobile phone usage. Significant differences can be stated for the search of information, the organization of everyday life, the creative and entertaining usage, as well as the educational applications.
The original thought piece published in LineZine. I encourage you to read something more recent, like Designing mLearning (Wiley, 2011), The Mobile Academy (Jossey-Bass, 2012), or my articles for the eLearning Guild, where my definition of mLearning is a bit more informed.This was old and naive.
In this introductory statement, given at the beginning of the Aboagora symposium in Turku in August 2011, Yehuda Elkana highlights the need, in accordance with the title of the conference, to rethink rather than unthink the Enlightenment. Indeed, the Enlightenment remained an unfinished project, but one should never forget that this era formed the basis for the greatest and most important creation of knowledge in all areas for 300 years. Over the last 100 or more years, however, cracks have started to appear in this edifice, Elkana argues: researchers have started to realise that one cannot really distinguish the rational from the irrational and that being contextual does not necessarily mean being relativist.
As with television and computers before it, today's mobile technology challenges educators to respond and ensure their work is relevant to students. What's changed is that this portable, cross-contextual way of engaging with the world is driving a more proactive approach to learning on the part of young people. The first full-length authored treatment of the relationship between the centrality of technological development in daily life and its potential as a means of education, Mobile Learning charts the rapid emergence of new forms of mass communication and their potential for gathering, shaping, and analyzing information, studying their transformative capability and learning potential in the contexts of school and socio-cultural change. The focus is on mobile/cell phones, PDAs, and to a lesser extent gaming devices and music players, not as "the next new thing" but meaningfully integrated into education, without objectifying the devices or technology itself. And the book fully grounds readers by offering theoretical and conceptual models, an analytical framework for understanding the issues, recommendations for specialized resources, and practical examples of mobile learning in formal as well as informal educational settings, particularly with at-risk students. Among the topics covered: Core issues in mobile learning Mobile devices as educational resources Socioeconomic approaches to mobile learning Creating situations that promote mobile learning Ubiquitous mobility and its implications for pedagogy Bridging the digital divide at the policy level Mobile Learning is a groundbreaking volume, sure to stimulate both discussion and innovation among educational professionals interested in technology in the context of teaching and learning. © Springer Science+Business Media, LLC 2010. All rights reserved.
The study of clay tokens in the Ancient Near East has focused, for the most part,
on their role as antecedents to the cuneiform script. Starting with Pierre Amiet
and Maurice Lambert in the 1960s the theory was put forward that tokens, or
calculi, represent an early cognitive attempt at recording. This theory was
taken up by Denise Schmandt-Besserat who studied a large diachronic corpus of
Near Eastern tokens. Since then little has been written except in response to
Schmandt-Besserat's writings. Most discussions of tokens have generally focused
on the time period between the eighth and fourth millennium bc with the
assumption that token use drops off as writing gains ground in administrative
contexts. Now excavations in southeastern Turkey at the site of Ziyaret Tepe
— the Neo-Assyrian provincial capital Tušhan —
have uncovered a corpus of tokens dating to the first millennium bc. This is a
significant new contribution to the documented material. These tokens are found
in association with a range of other artefacts of administrative culture
— tablets, dockets, sealings and weights — in a manner
which indicates that they had cognitive value concurrent with the cuneiform
writing system and suggests that tokens were an important tool in Neo-Assyrian
imperial administration.
The volume features a selection of research papers presented at a symposium on mobile learning which was organised by and took place at the WLE Centre on February 9th 2007 and brought together leading researchers and practitioners in the field from the UK and Continental Europe.
Unlike many other events on mobile learning, the symposium deliberately focused on learning, rather than on technology, and contributions came from invited speakers, rather than through an open call. The symposium attempted to take stock of where mobile learning was at as a field of research as well as to start to delineated a future research agenda, which is exactly what the various contributions to this volume, in their different ways, attempt to do. This is particularly important in view of the considerable challenges that confront research into mobile learning such as: the relative breadth of possible definitional bases, the rapid obsolescence of relevant technologies, its temporal and geographical distributedness, the lack of appropriacy of traditional research paradigms or the complex ethical issues involved.
The symposium as well as this publication testify to the fact that the field of mobile learning has outgrown its infancy and is a maturing field in research terms as well as in terms of its conceptualisation.
Summary In this paper we map the changing but ultimately convergent meanings of the term "microlearning" as they have emerged and developed over the last few years. We explore how the term works to organize and order a set of pedagogical and technological phenomena and concepts in new and interesting ways. Beginning with varying definitions of the term, we present a brief review of the research and informal literatures that have quickly developed around it. We advocate speaking of microlearning in terms of special moments or episodes of learning while dealing with specific tasks or content, and engaging in small but conscious steps. Based on this overview, we develop the thesis that the "microlearning agenda" - as an explicit emphasis on the minute and particular in teaching, learning and technology - presents valuable lessons for research into technology and media in education generally. We reveal microlearning to be not simply as one approach among many, but instead as a perspective that applies to many aspects of education, as something that goes on continuously, whether it is an explicit focus for research and technology development or not. As such, we show that the lessons gained through microlearning have a generalized applicability to the studies of media and technology in education in the broadest possible sense. We conclude by considering some lessons to be drawn from recent discussions of microlearning. These focus on the constraints and freedoms for learners and also on the pedagogical responsibility of teachers. The yet inconclusive and polyvocal nature of microlearning discourse is a good thing, and we believe it should be cultivated and encouraged.
Micro learning deals with relatively small learning units and short-term-focused activities. The paper presents basic understandings as well as a special concept, Integrated Micro Learning (IML), which is based on a patent-pending technology. Basically, this approach supports repetitive learning through embedding the learning process into daily routines by making use of communication devices. Through this method new learning spaces emerge and become available for life long learning. In this context, outlines of the role of narrations and storytelling for the designing of "micro units" and didactical arrangements are explored.
This chapter explores the implications of contemporary environments and the affordances of mobile technologies for learning with particular reference to text-making and implications for schools. And, it discusses the emergence of a 'new habitus of learning'
The first full-length authored treatment of the relationship between the centrality of technological development in daily life and its potential as a means of education, Mobile Learning charts the rapid emergence of new forms of mass communication and their potential for gathering, shaping, and analyzing information, studying their transformative capability and learning potential in the contexts of school and socio-cultural change. The focus is on mobile/cell phones, PDAs, and to a lesser extent gaming devices and music players, not as "the next new thing" but meaningfully integrated into education, without objectifying the devices or technology itself. And the book fully grounds readers by offering theoretical and conceptual models, an analytical framework for understanding the issues, recommendations for specialized resources, and practical examples of mobile learning in formal as well as informal educational settings, particularly with at-risk students.
The way we define learning and what we believe about the way learning occurs has important implications for situations in which we want to facilitate changes in what people know and/ or do. Learning theories provide instructional designers with verified instructional strategies and techniques for facilitating learning as well as a foundation for intelligent strategy selection. Yet many designers are operating under the constraints of a limited theoretical background. This paper is an attempt to familiarize designers with three relevant positions on learning (behavioral, cognitive, and constructivist) which provide structured foundations for planning and conducting instructional design activities. Each learning perspective is discussed in terms of its specific interpretation of the learning process and the resulting implications for instructional designers and educational practitioners. The information presented here provides the reader with a comparison of these three different viewpoints and illustrates how these differences might be translated into practical applications in instructional situations.
In this paper we challenge current definitions of mobile learning and suggest that the direction of progress, both in theoretical/applied research as well as its role as a tool that serves social transformation and development, will be determined and even dictated by the availability of an adequate definition. A new framework for the definition of mobile learning is proposed, one that considers a repertoire of domains, and which embraces not only technical, methodological and educational aspects, but also considers social and philosophical dimensions.
Full text of this item is not currently available on the LRA. The original publication is available at www.springerlink.com, Doi: 10.1007/978-1-4020-9827-7. Over the past 10 years mobile learning has grown from a minor research interest to a set of significant projects in schools, workplaces, museums, cities and rural areas around the world. Each project has shown how mobile technology can offer new opportunities for learning that extend within and beyond the traditional teacher-led classroom. Yet, the very diversity of the projects makes it difficult to capture the essence of mobile learning or to show how it contributes to the theory and practice of education. This chapter attempts to address the central issues of what is mobile learning and how can it be designed and evaluated. Drawing on a theory of mobile learning as “the processes of coming to know through conversations across multiple contexts amongst people and personal interactive technologies” (Sharples 2007 p. 225), we discuss how learning contexts are created through interaction and how portable and ubiquitous technologies can support effective conversations for learning. We draw on the findings from recent major projects to show how people artfully engage with their surroundings, peers and technology to create impromptu sites of learning and to carry their conversations from place to place, from time to time, from topic to topic.
Für Web 2.0 und das allgegenwärtige Handy reicht Medienkompetenz als Ziel der Medienerziehung nicht mehr aus. Medienpädagogik muss umfassend auf die Entstehung riskanter Erlebniswelten reagieren. Dazu bietet sich die Rückbesinnung auf den Gedanken der Bildung, der schon vor mehr als 200 Jahren in Krisen- und Umbruchzeiten half, Pädagogik neu zu justieren. Mit diesem Lehrbuch erhalten Studierende – an Beispielen des Alltagslebens – die Möglichkeit, Bildungschancen in der heutigen Lebenswelt der Kinder und Jugendlichen zu entdecken. Das Buch analysiert Lifestyle-Events wie die Love Parade oder Handy-Videos im Internet mit dem Ziel, Medien als Bildungsressourcen zu nutzen. Eine Neuinterpretation der Bildungstheorie zeigt, wie Orientierung und Qualität oder auch Lernen mit dem Handy möglich sind. Der Überblick über die Bilder-, Töne- und Zeichenorganisation unserer Medien- und Konsumwelt bietet die dafür notwendigen Einblicke in die neuen Erlebnisweisen. Ein Analysemodell für Medien als Kulturprodukte hilft, die Kompetenzen von Jugendlichen und Kindern zu entdecken.
Mobile Learning - das Lernen mithilfe von drahtlosen Geräten wie Smartphones oder Tablets - etabliert sich als Möglichkeit, selbstgesteuerte Lernprozesse in tägliche Arbeitsabläufe einzubinden, ortsunabhängig Zugang zu Informationen, sozialen Netzwerken oder Lern- und Arbeitswerkzeugen zu haben bzw. auf kleine Lerneinheiten für einen situativen Abruf zugreifen zu können. Dieses Potenzial haben Unternehmen und Hochschulen bereits entdeckt und so werden in diesem Sammelband zum einen die Grundlagen mobilen Lernens vorgestellt. Zum anderen berichten die AutorInnen aus Wirtschaft und Hochschule anhand von Praxisbeispielen über Erfahrungen mit und über wissenschaftliche Erkenntnisse zu dieser neuen Lernform.
Der Inhalt
Lernen, Arbeiten und Forschen mit Mobile Learning.- Mobile Learning an Universitäten.- Mobile Learning in Unternehmen
Die Zielgruppen
Interessierte und Verantwortliche aus Bildungseinrichtungen, Personalentwicklung, Hochschule und Unternehmen
Die Herausgeber
Dr. Claudia de Witt ist Professorin für Bildungstheorie und Medienpädagogik an der FernUniversität in Hagen.
Almut Sieber ist Beraterin für E-Learning-Didaktik an der Georg-August-Universität Göttingen.
Mobile Learning: A Handbook for Developers, Educators and Learners provides research-based foundations for developing, evaluating, and integrating effective mobile learning pedagogy. Twenty-first century students require twenty-first century technology, and mobile devices provide new and effective ways to educate children. But with new technologies come new challenges-therefore, this handbook presents a comprehensive look at mobile learning by synthesizing relevant theories and drawing practical conclusions for developers, educators, and students. Mobile devices-in ways that the laptop, the personal computer, and netbook computers have not-present the opportunity to make learning more engaging, interactive, and available in both traditional classroom settings and informal learning environments. From theory to practice, Mobile Learning explores how mobile devices are different than their technological predecessors, makes the case for developers, teachers, and parents to invest in the technology, and illustrates the many ways in which it is innovative, exciting, and effective in educating K-12 students. Explores how mobile devices can support the needs of students. Provides examples, screenshots, graphics, and visualizations to enhance the material presented in the book. Provides developers with the background necessary to create the apps their audience requires. Presents the case for mobile learning in and out of classrooms as early as preschool. Discusses how mobile learning enables better educational opportunities for the visually impaired, students with Autism, and adult learners. If you're a school administrator, teacher, app developer, or parent, this topical book provides a theoretical, well-researched discussion of the pedagogical theory and mobile learning, as well as practical advice in setting up a mobile learning strategy.
Time pressure and lack of motivation are often seen as obstructive factors in secondlanguage (L2) learning. In fact, L2 learning is much more of an ongoing process than just taking a course. In response, a new approach to learning has been developed, called integrated micro learning (IML), based on a patent-pending technology that allows integrating language learning into a learner's daily routine with the help of electronic devices. It thus helps to envisage a new mode of information technologyassisted L2 learning as part of vocational and educational training. In this chapter, we introduce the concept of IML in general and with regard to L2 learning in particular. We also report on the first prototypical representation as well as the first experience.
The Rise of the WebHow HTTP and HTML worksImportant Detail is in the HTTP HeadersThe Challenges of Using HTTP Over a Wireless LinkWAP Data Transmission ProtocolsWireless Protocols – WTP and WSPAJAXPeer-to-Peer (P2P)Instant Messaging (IM) Protocols
Prelude to the Prelude – Opening the MindThe Future's Bright, the Future's Ubiquity
Cultural change is the emergent product of conservatory, reformatory and revolutionary processes which destroy old structures. The attempt to conserve the ideals of the culture of the book by means of E-learning and to optimize existing structures through digitalization and the implementation of networks seems inevitable, however it rather distracts from the real potential of the new media. What we need is a fundamentally new understanding of communication, knowledge, and information processing. Post-typographic educational ideals relativize the high regard for homogeneity and equalization in favor of heterogeneity and the integration of parallel processes. They relativize the importance of mechanized communication media and of communication with little feedback and they steer the attention towards the bodily media and dialogue forms of communication. Furthermore, they strengthen self-reflexive information processing and enhance triadic thinking.
The interruption of personal interaction, even the most intimate, by a ringing cell phone has profoundly affected social behaviour. New communication technologies transform culture - but the reverse is also true. Moving Cultures explores the ways in which teenagers have creatively adopted cell phones and blackberries in their social and cultural lives. André Caron and Letizia Caronia look at teenagers' use of text messaging to chat, flirt, and gossip. They find that messaging among teens has little to do with sending shorthand information quickly. Instead, it is a verbal performance through which young people create culture. Moving Cultures argues that teenagers have domesticated and reinterpreted this technology. The authors use these findings as a framework for exploring the larger impact of emerging communication technologies on daily life. They focus on the social and cultural dimensions of the contemporary "mobile turn" - the ways in which new technologies have freed us from temporal and spatial constraints: even the simplest notions of being present or absent, being alone or with someone, must be redefined. Moving Cultures also explores the emergence of an "on generation" and the death of silence, remote parenting, the performance of identity in urban space, the creation of new languages, and technologically mediated cultural communities.
Learning with mobile technologies is an emerging field with a developing research agenda and many questions surrounding the suitability of traditional research methods to investigate and evaluate the new learning experiences associated with mobility and support for increasingly informal learning. This book sets out the issues and requirements for mobile learning research, and presents recent efforts to specify appropriate theoretical frameworks, research methods and tools. Through their accounts of particular mobile learning projects, leading researchers in the field present their experiences and approaches to key aspects of mobile learning research such as data capture and analysis, and offer structured guidance and suggestions on adopting and extending these approaches.
We analyzed how philosophers of education received the ‘antifoundationalist’ turn in epistemology, particularly with respect to its practical relevance. Our main conclusion is, that antifoundationalist philosophers of education discharge the primacy of epistemology, replacing it by a primacy of commitment. Consequently, they no longer understand practical relevance in terms of contributing to ‘improved’ foundations for educational judgement. Stressing the contextual embedding of any justification, they rather concentrate on demonstrating the restrictive, excluding, implications of any educational judgement. We check the tenability of this position against some critical objections. Finally, we contrast the ‘new normativity’ that emerges from this contextualist approach with traditional, prescriptive normativity as well as with the non-prescriptive normativity of the Frankfurt School from the nineteen-seventies.
Abstract Based on experience in orchestrating collaborative learning scenarios with ubiquitous computing technology, three approaches for extending co-constructive modelling and discussion environments with Personal Digital Assistants (PDAs) connected through a wireless network are described. One application is an annotation tool, the second one replicates a modelling system on the PDA and the third one makes use of a wireless optical reader in addition to the PDA. They all provide ‘lightweight’ synchronisation mechanisms in PC-based environments. General design and implementation strategies for such extensions are discussed in terms of model, view and controller.
We explore the use of ubiquitous sensing in the home for context- sensitive microlearning. To assess how users would respond to frequent and brief learning interactions tied to context, a sensor-triggered mobile phone application was developed, with foreign language vocabulary as the learning domain. A married couple used the system in a home environment, during the course of everyday activities, for a four-week study period. Built-in and stick- on multi-modal sensors detected the participants' interactions with hundreds of objects, furniture, and appliances. Sensor activations triggered the audio presentation of English and Spanish phrases associated with object use. Phrases were presented on average 57 times an hour; this intense interaction was found to be acceptable even after extended use. Based on interview feedback, we consider design attributes that may have reduced the interruption burden and helped sustain user interest, and which may be applicable to other context- sensitive, always-on systems.
Information and knowledge have profoundly transformed businesses, organizations and society. Knowledge management promises concepts and instruments that help organizations to provide an environment supportive of knowledge creation, sharing and application. Information and communication technologies are often regarded as the enabler for the effective and especially efficient implementation of knowledge management. The book presents an almost encyclopedic treatise of the many important facets, concepts and theories that have influenced knowledge management and integrates them into a framework consisting of strategy, organization, systems and economics guiding the design of successful initiatives. The third edition particularly extends coverage of the two pillars of implementing knowledge management initiatives, i.e. organization and systems.
This paper presents microlearning as a relational cross-over concept in the context of technological, societal, and cultural transformation. It maps the changing but ultimately convergent meanings of the term 'microlearning' as they have emerged and developed over the last few years. The author reveals microlearning to be not simply one approach among many, but instead as a perspective that applies to many aspects of education and learning including mobile learning. Furthermore, the question of a need for enhancement of didactic thinking is being presented. The answer is given in terms of four models such as the aggregation model, conglomerate model, emergence model, and the medium/form distinction, which are considered to be useful for the enhancement of didactic thinking.
An edited book with a dozen international case studies, exploring the field of mobile learning, i.e. the use of portable devices such as cellphones for learning in a range of contexts. The book includes chapters on pedagogy, technology, usability and accessibility. The Conclusions point to new research directions in this field.
Zugl.: Halle, Univ., Habil.-Schr., 2005
El autor de esta obra sostiene que para comprender la era global, la sociología debe dejar de lado el estudio de la sociedad como un conjunto de instituciones encadenadas y enfocarse, mejor, al estudio de movimientos físicos, imaginarios y virtuales. Esta sociología de la movilidad trataría, entonces, de los viajes de gente, ideas, imágenes, objetos, mensajes, productos basura y dinero a través de las fronteras internacionales y sus implicaciones políticas y sociales.
Rhyme and Reason: Teaching With a Hip-Hop Beat. Duo Helps Kids Learn With the Music they Love. Internet-Dokument: www.abcnews.go.com/US/Story?
- Keith Garvin
Garvin, Keith (2006): Rhyme and Reason: Teaching With a Hip-Hop Beat. Duo Helps Kids Learn
With the Music they Love. Internet-Dokument: http://abcnews.go.com/US/Story?id=2249916&
page=2 (letzter Zugriff: 29.05.2008).