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Applying wireless technologies to build a highly interactive learning environment
Abstract
This study tries to apply wireless technologies to build a highly interactive environment. For this purpose, this study first identifies four types of interaction between the members in the technology-embedded classroom contexts, including: (1) face-to-face interaction; (2) computer-mediated interaction: (3) human-computer interaction; and (4) personal device supported simultaneous group interaction. In our analysis, each type of interaction above has its advantages and limitations, and there is no one who can achieve all instructional goals. So, the second purpose of this study is to integrate wireless local area network (WLAN), electronic whiteboard, interactive classroom server, and resource and class management serve to build a highly interactive learning environment, which can support members to flexibly proceed any type of interaction to achieve specific instructional goals. Finally, this study integrates the learning environment design with one of traditional pedagogical models-the Jigsaw? Model to demonstrate how such highly interactive learning environment can best promote instructor's teaching and students' learning.
... The previous definitions developed from communication and educational theories and are technology independent. In contrast, Liu, Wang, Liang, Chan, and Yang (2002) classify four types of interaction by the medium of communication: face-to-face, computer-mediated, human-computer and simultaneous group. ...
... Through interaction with the instructor and other students, the student's interest and motivation can be stimulated and maintained (Prammanee, 2003). A key strength of student-instructor interaction is that it puts the concepts which students develop from the content into context, allowing them to develop cognitive structures (Liu et al., 2002;Moore, 1989). Interactivity can also allow students to build their learning environment and influence the learning process, leading to more active learning while providing instructors with ongoing feedback (Anderson, 2002;Muirhead & Juwah, 2003). ...
... The design of both tools is informed in principles extracted from the literature, these include: Student-instructor, student-student and student-content interaction are facilitated, to allow interactions to build on one another (Moore, 1989). All students can ask questions and comment (simultaneously if needed) without interrupting the in-class activities; interaction can continue after class (Liu et al., 2002). Student participation is anonymous, to promote greater interaction and student accountability (Davis, 2003;Draper & Brown, 2004;Woods & Chiu, 2002). ...
Interactivity in the classroom is reported to promote a more active learning environment, facilitate the building of learning communities, provide greater feedback for lecturers, and help student motivation. Various definitions of interactivity exist in the literature, alternately focusing on the participants, structure and technology. The PLS TXT UR Thoughts research project builds on existing definitions to define interactivity as a message loop originating from and concluding with the student. The authors chose to introduce mobile phones and short message service (SMS) within the classroom due to the ubiquity of mobile phones among students and the interactive potential of SMS. SMS is a low-threshold application used widely by students to quickly send concise, text-based messages at any time. The research presented involved students sending SMS in real-time, in class, via their personal mobile phones. Using a modem interfacing with customised software to produce SMS files, the lecturer can view the messages and verbally develop the interactive loop with students during class. The SMS are available online after class, allowing interactive loops to further develop via threaded comments.
... The previous definitions developed from communication and educational theories and are technology independent. In contrast, Liu, Wang, Liang, Chan, and Yang (2002) classify four types of interaction by the medium of communication: face-to-face, computer-mediated, human-computer and simultaneous group. ...
... Through interaction with the instructor and other students, the student's interest and motivation can be stimulated and maintained (Prammanee, 2003). A key strength of student-instructor interaction is that it puts the concepts which students develop from the content into context, allowing them to develop cognitive structures (Liu et al., 2002;Moore, 1989). Interactivity can also allow students to build their learning environment and influence the learning process, leading to more active learning while providing instructors with ongoing feedback (Anderson, 2002;Muirhead & Juwah, 2003). ...
... The design of both tools is informed in principles extracted from the literature, these include: Student-instructor, student-student and student-content interaction are facilitated, to allow interactions to build on one another (Moore, 1989). All students can ask questions and comment (simultaneously if needed) without interrupting the in-class activities; interaction can continue after class (Liu et al., 2002). Student participation is anonymous, to promote greater interaction and student accountability (Davis, 2003;Draper & Brown, 2004;Woods & Chiu, 2002). ...
... For example, Classtalk used a calculator; Classtalk II used handheld computers/graphical calculators (Abrahamson, 1999), and Wireless Classroom developed by the authors' research team used Web PADs (Liu et al., 2003). These systems are very helpful for promoting interactions among participants in the classroom (Sarah, 2002;Liu et al., 2002), increasing students' conceptual understanding (Dufresne et al., 1996), enhancing students' learning achievements (Abrahamson, 1999;Hake, 1996), and actualizing the constructivist ideas (Liu et al., 2003). Although the IRS with transmitters has less computing power than systems that involve advanced personal handheld devices (Kou & Liu, 2001), this research will first focus on the former for several reasons. ...
... Presently, our research team is using the WebPAD as each student's personal handheld device and merging the software design concepts to construct a Wireless Classroom. Empirical classroom research indicates that instruction in the Wireless Classroom facilitates teacher-student and peer interaction (Liu et al., 2002). In the near future, we plan to improve EduClick's capabilities and adopt Besta's "English-Chinese electronic dictionary" as a learning device (Besta, 2002). ...
Integrating Interactive Response System (IRS) with a classroom computer is an inexpensive and promising means to overcoming or alleviating obstacles of in-class teacher-student and peer interactions. Unfortunately, such potential applications are often neglected. Accordingly, this study identifies IRS's features, investigates the merits and limitations of applying existing IRSs to instruction and learning, and further interprets how IRS's existing features can be elaborated and generates more useful features for instructional application based on three finished research: 1. developing a more powe rful IRS, called EduClick II, to support various types of classroom activities and interactions, 2. expanding IRS to a network-supported environment to facilitate teachers' developing and sharing of pre-authored IRS-based materials , students' review of the materials and their in-class response on the IRS after class, and parents' understanding of their child's performance in using IRS, and 3. expanding IRS to other advanced devices, which could possess IRS's existing features.
... The resource and class management server manages teaching and learning resources and activities, and the interactive classroom server keeps track of individual operating processes and coordinates interactions between the teacher and students as well as among students. The WiTEC system enhances productive teacher-student and peer-peer interactions (Liu, Wang, Liang, Chan, & Yang, 2002) and enables the teacher and students to concentrate more on teaching and learning itself and less on tedious tasks. It helps the teacher to monitor each student's learning for further guidance, to engage students in a variety of learning activities, and to facilitate collaboration among students. ...
... The WiTEC system empowers teachers and students to apply technologies to a variety of traditional and innovative learning and teaching activtities (Liu, Wang, Liang, Chan, Ko, & Yang, 2003). Its features effectively support teachers and students in numerous instructional and learning activities that are difficult to implement in ordinary classrooms, such as the Jigsaw model of collaboration or project-based learning (Liu et al., 2002(Liu et al., , 2003. ...
With advances in information technology, wireless communication and mobile devices most recently applied to education. The wireless technology enhanced classroom (WiTEC) integrates wireless local area network, mobile learning devices, and client-server architecture to support instruction and learning activities. This paper introduces a framework that involves three learning activity levels, namely learning function, learning episode, and learning flow, as a basis on which to design an integrated system that supports various types of learning activities in WiTEC. A teacher can use this system to generate new learning flows before class and to implement them during class. A two-stage evaluation was conducted in three elementary classes to investigate the usability and feasibility of the proposed system. The participating teachers indicated that the use of three learning activity levels eases the burden of preparing, implementing and reviewing instruction and learning activities.
... Mobile and wireless networking technologies accelerate the activities of computermediated learning and CSCL as stated by Roschelle and Pea[1]. The potential of these technologies is recognized and investigated[2], and many systems[3],[4],[5],[6] have been proposed to improve the effect of collaborative learning by sharing student notes and annotations in a classroom environment. Most of the systems employ digital devices such as tablet PCs and handheld computers to capture notes. ...
... Also the display can reflect the feedback with overlays. Thus many systems have been developed [14],[4],[2]. However, Tablet PC is large, heavy and expensive. ...
We have been developing a system AirTransNote, a computer-mediated learning system that employs digital pen to realize paper-centric augmented classroom. Although the
approach was sophisticated, it restricted feedback effects which potentially improve learning. To maximize the feedback effects
of the system, we present a hybrid approach of augmented classroom environment. We classified the type of feedback loops in
terms of the hybrid approach and improved the system to accomplish the functions by adding (1) note browsing interface for
handheld, (2) worksheet editor for teachers, (3) handwriting character recognition engine for versatile use, and (4) HTTP
embedded server function for flexible reference of collective results and notes. We also conducted a feasibility study and
investigated the effectiveness of the immediate feedback under the hybrid approach.
... According to [1], social interaction plays a crucial role in the process of learning, but a large number of students, the seating arrangement, limited time, lack of effective assessment and low students' motivation often hider it. Studies have suggested that Computer Supported Collaborative Learning (CSCL) facilitates learners' communication, enabling high levels of social interaction in the classrooms, [2], [3]. ...
... According to [1], social interaction plays a crucial role in the process of learning, but a large number of students, the seating arrangement, limited time, lack of effective assessment and low students' motivation often hider it. Studies have suggested that Computer Supported Collaborative Learning (CSCL) facilitates learners' communication, enabling high levels of social interaction in the classrooms, [2], [3]. In this paper, we present a prototype of a system called Mobile Collaborative Interaction Supporter (MCI-Supporter) based on PDAs and Tablet-PCs wirelessly interconnected, implementing artifacts and techniques that can improve teacher-student social interaction. ...
Mobile computing devices facilitate mobility and face-to-face interaction when compared with desktop computing, but lacks of the computing power of the latter. Therefore, a key aspect to ensure success of a learning supporting mobile application is whether mobility is really needed for the activity it supports and if mobile devices do really represent an added value compared with the same application implemented on non-mobile devices. In this work we first analyze the best known collaborative learning practices trying to find out which are the real need for mobility and face- to-face interaction and then design and develop an application called MC-Supporter implementing a, problem-based, collaborative learning application based on these requirements.
... Some o f the SS and HS teachers o f this study assumed that the digital tools that they used in EFL classes, make the learning environment more interactive and effective. In line with these comments o f this study, Tzu-Chein stated that interactivity aids or increases the motivation of both instructors' and students' thinking, as well as the reconstruction of their own cognitive structure (Tzu-Chien et al., 2002). The interactivity can be enhanced by computer and internet networking. ...
Digital technologies facilitate interaction with individuals, family, and friends continuously, due to the busy barriers nowadays, individuals can not communicate directly and meet each other. Therefore, digital literacy (DL) is considered as one of the fundamental abilities in the 21st century and in this modern era for working as well as living properly. Since the influence and implementation of novel digital tools are shifting the education system rapidly and continuously, it has opened a new gate for teachers to overcome the complexities and achieve efficient results in their instruction. Accordingly, English as a Foreign Language (EFL) teachers have a very essential role in this digital world and they are required to have enough competence in utilizing kinds of current digital tools related to their instruction. So, the utilization of digital technology is a capability that must be obtained, maintained, and improved constantly by individuals and mainly EFL teachers. With the significance of this issue, this study aimed to be conducted through qualitative research and focus group discussion (FGD) collecting data tools, to determine the role of digital literacy in EFL teaching in regard to the views of Turkish EFL teachers. In line with the aim of this study, the research questions are the following: 1. What does digital literacy mean to (secondary & high) school EFL teachers? 2. How does the digital literacy level of (secondary & high) school EFL teachers affect their teaching? 3. What are the facilities of using digital tools in (secondary & high) school level of EFL teaching? 4. What are the challenges of using digital tools in (secondary & high) school level of EFL teaching? The present study was conducted with eighteen EFL teachers that they participated voluntarily, (9 from secondary and 9 from high) school worked at different state schools in Elazığ. They were selected randomly to meet the trustworthiness of the study. Accordingly, Nvivo 12 software was used to analyse the data. The obtained results indicated noteworthy information about secondary school (SS) and high school (HS) Turkish EFL teachers’ digital literacy practices. For the first research question, both groups of participating teachers defined digital literacy as their different points of view. Related to the operational definition which was the study’s model it was found that although they were sufficient of using digital devices, some of them did not have enough information about professional digital literacy. The second research question proved that the level of SS teachers was higher than the HS teachers one of the possible satisfactory explanations of the HS teachers that they did not feel competent enough was due to the ever-changing technologies of nowadays. Findings for the third and the fourth research questions noted that even though digital tools facilitate EFL teaching in some ways as the teachers confirmed, they faced many challenges while using digital tools in their instruction. Finally, based on the results of the current study some recommendations are given.
... The applications were designed to enhance student enthusiasm and study success: By accessing instructor posts. With the available feature to criticize and leave comments, the students can interact with their peers or with the class instructor without interrupting as would be the case in class activities, [3]- [4] Fig 1. Students and Instructor are concern as the main focus of this design; the mobile application is ICT interface for students to make any in class and after class interaction, as well as for instructor use. The web application is a tool for instructor the application's aim is to make lesson plans and post them via the mobile application which provides students accessibility to this information. ...
Online study has increasingly become more attractive to students at university level due to convenience access to their instructors and to study resources. This study has developed online social network for study. It proposes to provide lesson content availability, past lecture, by sending online study lesson media to students’ mobile phone or tablet. Approximately 85 undergraduate software engineering students participated for 1.5 semesters. In comparing the use of the study toll, and without the tool, the alterations were found between traditional classroom learning style and online study. Also, the study’s aim was to attest the online study tool’s efficiency. However, these results were not obvious when the achievement factor was controlled by the limitation of time. The primary purpose of this study is to evaluate these two groups of students with extended experiment time for a noticeable result by used questionnaires course examination, and inventory of ILP learning process. The observed, shows that students with online study tools scored higher on course examinations after measures by the mentioned methodology.
... Each team member should have provided a presentation with all strengths of their approach. The final decision was always accepted, after QAU decided solution is fulfilling the needed standard, since they played a control role [19]. ...
In the present article, Constructive Approach is introduced for students, to model a simulation and develop a real system for VoIP. The main aim is to provide experiences on modeling and development of the real system with the equipment in the controlled laboratory environment by using established good laboratory and manufacturing practice. Developing systems, assigned to students, helped them to integrate their theoretical knowledge with their practical skills. Since classical courses are limited to the related theoretical knowledge given by an instructor, students can gain valuable experiences with fully developed functional simulation and the real system, important correlations and procedures, which are implemented in the engineering practice, and thus are introduced in this paper.
... EduClick (Liu et al., 2002) requires the educator to display a question at the wall of the lecture hall. Students then can answer such questions with infrared remote controls. ...
In the Digital Lecture Halls project, venues on campus are augmented with novel computer based tools. Learners with mobile devices are particularly supported. The project emphasizes improved learner experience by carefully evaluating benefits and drawbacks of the technology introduced. This paper discusses a multifunctional software tool called TVremote, intended to support interaction in large and distributed venues while minimizingdistraction from the `flow' established between teacher and learners. The tool integrates a number of prevailing interaction concepts under a common concept with minimal cognitive overhead. Substantial effects on overall interactivity, learner experience, teaching style, and sustainable teaching improvements could be shown in a first qualitative evaluation after a few months of regular use in class.
... In fact, M-learning provides different learning mechanisms to support both learners and students, to help them stay connected with their institutions and universities Ting (2007). The wide dispersal of M-learning systems illustrates the importance of the development of wireless and M-learning applications Chang and Sheu (2002); Hoppe et al. (2000); Liu et al. (2002). In 2003, Seppala and Alamaki designed M-learning applications that help teacher training Seppala and Alamaki (2003). ...
The recent improvement in the capabilities of mobile devices has led to increased interest in utilising these devices as learning tools. The purpose of this study is to measure students' awareness and acceptance of mobile learning. Based on participatory action research and user-centred design, the study involves students from two departments; i.e. science and engineering, at Sultan Qaboos University, who attended two sequential study phases. The first phase included the detailed presentation and formal discussion of the concept of M-learning and its technologies and approaches. Second phase consisted of survey which was divided into six parts: general information, electronic learning knowledge, and perception, mobile learning knowledge, and perception and final part, focusing on students' suggestions. The results show good acceptance level for mobile learning and indicate positive attitude toward the behavioural intention to use mobile learning. The students also showed a great interest in using mobile devices as learning tools.
... Third, the Future Classroom Project, consisting of the eSchoolBag subproject and the Mobile Learning subproject, was experimented in a number of schools in Taipei City. The eSchoolBag subproject (Chang and Sheu 2002;Liu et al. 2002), later being expanded as a MOE-based eSchoolBag program in a larger scale, experiments how students interact with each other and the teacher inside a classroom wherein every student was equipped with a wirelessly connected learning device, either a clicker or a tablet computer. Another subproject, the Mobile Learning subproject, studied how students learned outside classroom, such as the case that each student carried a portable and wirelessly connected computing device (e.g., personal digital assistant) for studying butterflies in school garden or doing bird watching outdoor in the countryside (Chen et al. 2002). ...
... Sotillo (2002) mentions that with wireless connectivity, students do not need to be limited to a specific classroom or a computer lab; they can create their own learning environments based on their learning subjects and purposes. Liu, Wang, Liang, Chan, and Yang (2002) state that the advantages of utilizing wireless technology in learning environments include enhancement of the availability and accessibility of information networks, improvement of students' engagement of learning-related activities in diverse physical locations; support of group work on projects, and enhancement of communication and collaborative learning in the classroom. Wireless technology also facilitates communication inside and outside the classroom. ...
... Third, the Future Classroom Project, consisting of the eSchoolBag subproject and the Mobile Learning subproject, was experimented in a number of schools in Taipei City. The eSchoolBag subproject (Chang and Sheu 2002;Liu et al. 2002), later being expanded as a MOE-based eSchoolBag program in a larger scale, experiments how students interact with each other and the teacher inside a classroom wherein every student was equipped with a wirelessly connected learning device, either a clicker or a tablet computer. Another subproject, the Mobile Learning subproject, studied how students learned outside classroom, such as the case that each student carried a portable and wirelessly connected computing device (e.g., personal digital assistant) for studying butterflies in school garden or doing bird watching outdoor in the countryside (Chen et al. 2002). ...
The acceleration of e-Learning around the world has driven the major cities/regions in the Asia-Pacific region such as Singapore, Hong Kong, Taiwan, and Beijing to plan and implement official policies on e-Learning for enhancing the quality of school education. This article aims to review experiences and then draw lessons of these four major Asian cities/regions in the development of e-Learning policies on the dimensions of infrastructure, curriculum integration, students learning, teacher professional development, as well as leadership and capacity building. It is identified that each of the four major Asian cities/regions has its own area of emphasis in the planning of future e-Learning policies, with Singapore focusing on scaling up good practices of e-Learning among teacher community; Hong Kong focusing on creating digital classrooms supported by wireless networking for student-centered learning; Taiwan focusing on cultivating students with 21st century skills through daily subject teaching; and Beijing focusing on providing digital resources and e-textbooks geared to school curricula. Five implications with regard to e-Learning policies are further made in order to provide a point of references for other cities/regions to develop future e-Learning policies for school education in the 21st century.
... Numerous studies on mobile learning have suggested that mobile communication increases the effectiveness and availability of information networks, enhances students' learning-related activities at different locations, facilitates guided-tour activities, and elevates inclassroom communication and cooperative learning (Liu, Wang, Liang, Chan, & Yang, 2002;Sung, Chang, Hou, & Chen, 2010;Sung, Hou, Liu, & Chang, 2010). In addition, empirical studies have examined the integration of mobile learning with outdoor teaching. ...
Based on kinesthetic learning style theory and interviews regarding teachers' experiences applying traditional astronomy teaching methods, a mobile digital armillary sphere (MDAS) using augmented reality (AR) was developed for use during astronomical observation instruction. The MDAS enables visual processes and limb movements similar to those that would occur in actual outdoor experiences to be employed in the classroom, thereby overcoming existing instructional limitations. A quasi-experimental design method was adopted, and 200 fifth-grade students were selected as participants. The use of the MDAS in astronomical observation courses affected students' learning effectiveness and interest. The experimental results indicated that using the MDAS system during outdoor observation activities effectively enhanced both the students' learning of astronomical observation content and their performance of astronomical observation skills. In addition, use of the MDAS effectively increased students' interest in astronomical observations and learning, which had a substantial effect on retention.
... Other methods mentioned by Campbell and Pargas focus on increasing student participation in the lecture and enhancing the interaction among students and between student and teacher. This can be done, for example, by providing tools for asking electronic questions to the students [13], tools for students that enable them to ask the teacher questions electronically [14], and tools enabling students to rate their own interest in or understanding of the lecture and send this information to the teacher [15] [16]. Other projects focus on supporting capture of and access to lecture content [17]. ...
In the EU-funded Integrated Project "Computers in the Human Inter- action Loop" (CHIL), perceptive technologies are developed that enable us to build systems that, through perceiving and interpreting the ongoing course of events, are able to support people in situations of co-located communication and collaboration. In the current paper, we present two services. In one service, participants in a small-group meeting receive real-time feedback about observ- able properties of the meeting that are directly related to the social dynamics, such as individual amount of speaking time or eye gaze patterns. In the other service, teachers in a lecture room receive real-time feedback about the activi- ties and attention level of participants in the lecture. We describe the user- centered design process, the conceptual designs and preliminary results of evaluations.
... Smart devices can enrich the learning environment with a lot of new scenarios like shown in [1]. The combination of different smart devices could help to increase the learning value[2]. ...
This paper deals with the question how to integrate smart devices in Java appli-cations. It will outline how different smart devices can be used to enrich learning environments, we will point to some of the problems one has to face while dealing with smart devices, a differentiation of smart devices will be done and we will give an overview about existing Java Virtual Machines available for different smart devices. Furthermore we will tackle the question of the communication between different smart devices and also between different kinds of smart devices. An outlook to the future work will also be given at the end of this work.
... The WiTEC has been established and experimented with in three sixth-grade classes of Nan-Hu Elementary School in Taipei, but a number of issues remain to be further explored. First, introducing mobile learning devices into teaching and learning activities in classrooms may change current classroom phenomena, such as the types of classroom interaction (Liu et al., 2002), social relations between class members and the nature of teaching materials and assignments. Thus, further investigation is needed to evaluate how these changes affect students' learning process. ...
This research aims to build a Wireless Technology Enhanced Classroom (WiTEC) that supports everyday activities unobtrusively and seamlessly in classroom contexts. This paper describes the integration of wireless LAN, wireless mobile learning devices, an electronic whiteboard, an interactive classroom server, and a resource and class management server to build the WiTEC. This contains a number of features that can support class members in various types of teaching and learning activities. Project-based learning is taken as a scenario to elaborate how teachers and students can engage in teaching and learning via WiTEC. Finally, a number of suggestions are discussed for further study.
... While CMC implementation in education mostly aims at enhancing learning in formal arenas (Mifsud, 2002), mobile communication, especially instant messaging service, is expected to be used as a bridge between the formal and informal learning approaches. The impact of using mobile communication technologies in learning environments has been examined empirically by several studies, concluded as enhancing availability and accessibility of information networks, engaging students in learning-related activities in diverse physical locations, and enhancing communication and collaborative learning in the classroom (Liu, Wang, Liang, Chan, & Yang, 2002 ). It was found that students were excited to try the ''new'' thing, and spent more time in working with the subject taught with the new tool (Dvorak & Burchanan, 2002). ...
Motivation and pressure are considered two factors impacting vocational senior high school student learning. New communication technology, especially mobile communication technology, is supposed to be effective in encouraging interaction between the student and the instructor and improving learning efficiency. Social presence and information richness theory was applied to analyze the media and their impacts on the instruction process firstly. Then the author observed firstly the impact of using individual communication technologies – namely Short Message Service (SMS), email, and online forum – on student learning motivation, pressure, and performance, based on a comparative investigation of 176 students. Then the impacts of using combination of mobile and Internet communication technology – SMS + email, SMS + online forum – were examined with another experiment of 45 students. The result showed that instant messaging helps bonding the two roles – student and instructor – in the instruction process effectively. When combined with Internet communication media, it can significantly increase student extrinsic motivation without causing higher pressure. Additionally, communication media demanding public expression rather than private dialogue should be adopted with careful consideration, since they may raise student pressure.
... However, the text input can be somewhat cumbersome. The Wireless Digital Learning Assistant [6] offers PDAbased interaction. Students can submit questions and other text messages to the educator. ...
This paper motivates the use of an interaction support system both during and outside lectures. We describe requirements for an "optimal" system based on an investigation of related interaction support systems. An example system architecture that satisfies these requirements is presented. The evaluation of the system clearly shows its usability.
... Mobile devices can facilitate human interaction and access to knowledge resources anytime and anywhere (Liaw et al., 2010). The impact of using mobile communication technologies in learning environments has been examined empirically by several studies, which have concluded that they enhance the availability and accessibility of information networks, helping students in learning-related activities in diverse physical locations (Liu et al., 2002;Hwang et al., 2010). Mobile devices are becoming popular tools for enhancing productivity because they improve the accessibility of real-time data and information in the workplace (Kwok et al., 2008). ...
Purpose
This study proposes a mobile learning model that employs digital libraries to support investigative learning activities. A student‐centered mobile learning activity with self‐guided exploration for physical ecology observation has been conducted to demonstrate the benefits of using digital libraries to support investigation‐based ecology learning activities.
Design/methodology/approach
An investigation‐based mobile learning model is proposed and an experiment is designed to show the effectiveness of the learning model, in which the students are asked to answer a series of questions by observing the real‐world learning objects and searching for supplemental materials from a digital library.
Findings
The instructional experiment conducted in an elementary school with 64 sixth grade students shows that the innovative approach is able to improve the learning achievement, learning effectiveness, as well as the learning attitudes of the students.
Practical implications
The findings of this paper imply that the use of the investigative learning model will significantly promote the utilization rate of digital libraries.
Originality/value
An investigative model for using digital libraries to support mobile learning is proposed in this paper. It provides good guidance to teachers for designing learning activities with digital libraries, and a good way for students to learn, utilizing the materials in digital libraries.
... Some of these features are instant recording functionalities for note taking, with extended sound and camera features. The use of mobile communications within the classroom has been found to enhance the accessibility and availability of information networks, to foster collaborative learning within classrooms, and to engage students in learningrelated activities irrespective of the location (Liu, Wang, Liang, Chan and Yang 2002). The benefits of using these technologies have included better student retention, where students remember the learning material better, the support of differentiation of learning needs, and the inclusion of learners who would otherwise not have had the opportunity to participate . ...
ENGLISH ABSTRACT: The high penetration rate of mobile devices all over the world, and especially in South Africa, has significantly increased the relevance of Mobile Assisted Language Learning (MALL). The objective of this study is to ascertain the viability of incorporating MALL technology to enhance the language learning experience of South African university students who are studying a foreign language. The students enrolled for the beginners’ German course at Stellenbosch University served as participants in this study, and surveys and interviews were used to establish their exposure to mobile devices, as well as their experiences in relation to the incorporation of Short Messages Service (SMS) into their German course. The results indicate that although the vast majority of students are mobile device owners, only a few students will embrace the idea of using these devices to improve their language skills without any incentive. Without constant motivation and encouragement to use mobile technologies, and the willingness from everybody involved in both teaching and learning a foreign language, mobile technology as a support structure cannot be implemented successfully. AFRIKAANSE OPSOMMING: Weens die hoë indringingsaanslag van mobiele toestelle regoor die wêreld, en so ook in Suid-Afrika, het die relevansie van Mobiele Ondersteuning vir Taal Onderrig (MOTO) aansienlik verhoog. Die uitkoms van die studie is om te bepaal wat die lewensvatbaarheid is, van die inkorporering van MOTO tegnologie om die taal aanleer ervaring van Suid-Afrikaanse studente wat `n vreemde taal aanleer te verhoog. Die studente wie geregistreer was vir die Duits beginners klas by die universiteit van Stellenbosch, het gedien as deelnemers aan die study. Opnames en onderhoude was gebruik om die studente se blootstelling ten opsigte van mobiele toestelle vas te stel, so ook hul ervaring van die inkorporering van kortboodskapdienste (SMSe) in die Duitse module. Die resultate toon dat alhoewel die meeste studente eienaars is van een of ander mobiele toestel, dat daar slegs `n paar studente is wat die konsep van die gebruik van hierdie toerusting vir die verbetering van taal vermoë, sonder enige insentief, aangryp. Sonder konstante motivering en aanmoediging om mobiele toestelle te gebruik, en die bereidheid van almal wie betrokke is in beide die leer en die onderrig van ’n vreemde taal, sal die implementering van mobiele tegnologie as ’n ondersteuningsmiddel nie suksesvol geskied nie. Thesis (MPhil (Modern Foreign Languages. Hypermedia for Language Learning))--University of Stellenbosch, 2011
... Due to their small size and familiarity, mobile phones in the classroom can be unobtrusive [17], requires no technology training, and are not intimidating to most users. All students can ask questions and comment (simultaneously if needed) without interrupting the in-class activities; interaction can continue after class [18]. ...
This study was carried out in order to investigate whether mobile learning using Short Message Service (SMS) was a method of learning adopted by the students enrolled in the School of Distance Education, Universiti Sains Malaysia. As adult learners who are in vocation, time and isolation are the bane of self-study. Since all the students own a mobile device that can receive SMS, educational messages can be sent directly to their devices. This experimental study explored the impact of learner’s characteristic, learning design and learning environment to their adoptability. This study utilised two models of data analysis, the Statistical Package for Social Science (SPSS) Version 12.0 and the Rasch model analysis for measurement. The analysis was conducted on a sample of 105 students based on gender, age, ethnicity, programme of study and mobile device ownership. The students were from four different courses which are Bachelors of Science, Bachelor of Arts, Bachelor of Social Science and Bachelor of Management. The questionnaire-answer session were administered by the respective course managers in their tutorial sessions during the annual residential intensive course in the main campus of the Universiti Sains Malaysia. The result indicated that mobile learning has helped them to pace their studies. By using mobile learning, learners easily get any information that they need at anytime anywhere. Learners would also like to take another mobile learning assisted course if the courses are relevant to their learning needs. Furthermore, the SMS educational content received through their hand phone are easily remembered.
... The research group from Texas Instruments found this experiment and intends to continue doing their research to find out and to make explicit which design eleme nts of a classroom network have a positive impact on the learning environment. Similar experiments were made in Taiwan [21], where students were equipped with network-connected PDAs and their achievements were shown on a whiteboard. The results from the pedagogical point of view were again very positive (as the students were very shy they preferred to keep quiet and the teacher could not find out the real level of their knowledge). ...
In this paper I do a review and try to make a classification of the existing ongoing work on mobile learning according their thematic span of the projects and to their research goals. This gives an overall view of the m-learning domain and shows that researchers are still wandering on how m-learning will help reaching the goals of a better learning, and how it will be different from the rest of e-learning.
The application of information technology in the classroom is not a new thing. There have been many studies on the impact of information technology on teachers' teaching and students' learning. However, few studies focus on how information technology affects classroom interaction and instructional proxemics. In this study, 43 exemplary lessons with the application of information technology in teaching were analyzed to investigate the interaction types and instructional proxemics, as well as the relationship between them. The results show that the interaction between students and tools or environment is the most frequent among student-centered interactions. Instructional proxemics shows that teachers spend nearly one-third of their classroom time in the student area. There are significant differences in the spatial location of teachers for different types of classroom interaction. Finally, teachers interacted most with students who were at a social distance, followed by the public, personal, and intimate distance. This study not only makes up for the gap in the research of classroom interaction and instructional proxemics under the environment supported by information technology but also provides a reference for novice teachers to use instructional proxemics to carry out interactive teaching.
In recent years, mobile learning has emerged as an educational approach to decrease the limitation of learning location and adapt the teaching-learning process to all type of students. However, the large number and variety of Web-enabled devices poses challenges for Web content creators who want to automatic get the delivery context and adapt the content to mobile devices. This paper studies several approaches to adapt the learning content to mobile phones. It presents an architecture for deliver uniform m-Learning content to students in a higher School. The system development is organized in two phases: firstly enabling the educational content to mobile devices and then adapting it to all the heterogeneous mobile platforms. With this approach, Web authors will not need to create specialized pages for each kind of device, since the content is automatically transformed to adapt to any mobile device capabilities from WAP to XHTML MP-compliant devices.
Recent studies of mobile Web trends show the continued explosion of mobile-friend content. However, the wide number and heterogeneity of mobile devices poses several challenges for Web programmers, who want automatic delivery of context and adaptation of the content to mobile devices. Hence, the device detection phase assumes an important role in this process. In this chapter, the authors compare the most used approaches for mobile device detection. Based on this study, they present an architecture for detecting and delivering uniform m-Learning content to students in a Higher School. The authors focus mainly on the XML device capabilities repository and on the REST API Web Service for dealing with device data. In the former, the authors detail the respective capabilities schema and present a new caching approach. In the latter, they present an extension of the current API for dealing with it. Finally, the authors validate their approach by presenting the overall data and statistics collected through the Google Analytics service, in order to better understand the adherence to the mobile Web interface, its evolution over time, and the main weaknesses.
The proliferation of mobile technology provides not only myriads of opportunities to support teaching and learning, but also challenges or even stress to the mobile device users in higher education. On the basis of the Person-Technology fit model (P-T fit model), this study developed a theoretical framework to investigate the double-edged effect of students’ academic usage of mobile devices. Specifically, we compared the positive effect (boost academic performance) with the negative effect (bring technostress) of mobile device usage among university students. We further investigated the moderating role of mobile technology self-efficacy toward technostress. Data were collected among 208 university students. Results corroborated that students’ academic usage of mobile devices does not lead to technostress; however, it helps in enhancing academic performance. Moreover, students’ individual differences, e.g. mobile technology self-efficacy and extent of usage significantly influence the technostress.
This paper summarizes the ongoing process of designing a wearable system that augments the learning environment by modeling learning content as competences, by providing feedback on how the user is acquiring these competences, and by enhancing the environment by Gamification elements. We evaluate the impact of the Interactive Learning Environment (ILE) in a preliminary user study. The application of design patterns facilitates the integration of any learning content, question types, or learning strategies. Extensions can be done at any time, without affecting the functionality of the existing application. An agile approach to platform selection (from Ionic to React Native) guarantees good technical results despite many uncertainties and difficulties encountered.
Achieving significant learning goals in computer science and engineering courses require practical interaction between course instructor and students, and also within class members through multimedia learning environment. This is because multimedia learning becomes the major pedagogical approach as a result of high advancement and usage of digital technology and virtual communication, especially by the modern day students. Multimedia learning environment is a new and promising research area that is geared towards motivating students to fully concentrate during the learning process. This paper presents a case study of multimedia environment for teaching and learning of information theory and its associated courses. The system integrates, in the form of multimedia, different modules that can deal with students' individual differences and various learning styles. There are modules that are designed in a movie-like structure, and an introductory module that displays an animated hypertext that fully gives the fundamental concept of information theory. Furthermore, there are other modules like self-assessment module for testing and examining the performance of the learner. The result of the experiments conducted using this learning environment to test the effectiveness of the system is presented to ensure improvement in students' performance in the classroom and also their motivation toward learning the course.
The learning community is a very heterogeneous one, and ‘inclusion’ is a concept that should stand high on the agenda of every learning community. Globally, there are 150 million children who are physically challenged, and they are often deprived of education because they are the most vulnerable and excluded people in their respective community. Inclusion implies that no one should be left out of the education system as education is the key to success. All students who are otherwise capable, in whatsoever way, should have access to proper education and training. Proper education and training for the twenty first century would be much more geared toward encouraging learners toward critical thinking, problem solving, analysis, interpretation of information and creativity. Learners are expected to play a predominant role, whereas the teacher will be doing less instruction but much more orchestration of information. Learners who are visually impaired, nowadays, have access to a number of technologies that can facilitate the learning process. During the last decade, learners have been using smartphones, which has grown significantly, in their everyday life. Learners are regularly encouraged to use their personal devices for learning processes. In addition, the majority of mobile learning applications do not make the most of the smartphones, which have interesting features such as Accelerometer and Gyroscope. SensorApp, a free mobile learning application that makes use of different motion sensors to enhance the learning experience of visually impaired learners, has been developed for this research. The integration of text-to-speech in this application has breached the divide between visually impaired students and those with no vision problems. The Voice search is an interesting feature that will be helpful to the visually impaired students. Finally, a thorough testing has been made with 20 visually impaired learners, and they found the application to be very interesting and innovative and their feedback and comments have been considered. The contribution of systems like the Braille has undoubtedly has had its load of contribution, but nowadays, facilities provided by the digital era we are living in can be brought to those who are physically challenged. This can only change their lives in a positive way.
The advancements made in handheld devices and the widespread use of these devices among users all over the world has opened up new avenues for the use of these devices in education. Many applications have been developed to work on these devices to support the teaching and learning process in all its dimensions. CommEasy is an innovative, interactive communication system for smart handheld devices based on Internet and WiFi technology. This system has been developed mainly to enhance communication and participation in distance-learning classrooms that use video-conferencing technology. It allows students to pose questions for the instructors using their own Apple smart handheld devices, guarantees them complete anonymity and allows the instructors to respond to their students. It also enables instructors to evaluate the learning of their students by posing questions with multiple answers to which students can respond through their devices. This paper concentrates on the role of CommEasy in enhancing teacher-student communication and interaction. The hypothesis to be tested is that CommEasy will increase the level of student participation in the distance-learning classroom. According to the results of the experiment conducted in King Saud University, the null hypothesis is rejected, and the experimental hypothesis mentioned above is accepted.
The behavior of students attending their classes while connected to WLAN facilities is analyzed in this paper. Information of their time behavior (i.e., when and how often they access the network) and space behavior (i.e., how they move inside the building) is presented. This analysis provides understanding of the current usage of existing WLAN infrastructures by students that combine the classes with mLearning activities on the same topic.
Wireless local area networks (WLANs) are commonplace in many universities. Understanding the trends in the usage of these networks is becoming more important. Interesting results can be extracted about association patterns by analyzing WLAN traces from real scenarios. In this work, the library in the main campus of the Technical University of Catalonia (UPC) in Barcelona has been studied. Daily and weekly patterns of the WLAN connections are shown. The population accessing the network is mostly composed of infrequent users: half of the population accesses the WLAN once during each month. Many users associate to only one of the twelve possible access points, which means that, despite the widespread use of lightweight devices, many users are static. The results of this analysis provide general tools for characterizing campus-wide WLAN and a better understanding of usage and performance issues in a mature wireless network.
Scaffolding referred to adults helping a child in a process of tutorial interactions. However, when the novice who is scaffolded becomes capable, the scaffolds should be faded in order to return controls back to the students. In terms of Vygotsky’s theory (1978), capable people as a form of scaffolding can help students develop their potentials that they cannot reach alone, which is well known as the zone of proximal development. In other words, although low-ability students lack enough prior knowledge, they can complete a task if supported appropriately. Scaffolding is accordingly widely used as an appropriate tutoring strategy to solving the problem nowadays, because it can bridge and expand a student’s capability by linking his/her prior knowledge and new knowledge. Nowadays, learning technologies has prompted many changes in the design of scaffolding. Furthermore, in a computer supported learning environment, the forms of scaffolding have been shifted and extended from the interaction with capable people to the support of artifacts, resources, and environments. This chapter discusses such an example of using the computer-based scaffolding of a dynamic geometry software for supporting the exploratory learning of the mathematical topic “Area of Closed Shapes”.
ABSTRACT
Mobile phones are a pervasive new communication technology, especially among college students and it become more and more popular in recent years. The researchers looked at how mobile changed behaviour of teenagers. Social capital is about the value of social networks, bonding similar people and bridging between diverse people. The researcher tried to test these theories in Pakistani setting. The researcher conducted the survey with the help of self developed questionnaire on 5-point Likert Scale. The sample comprised of 100 boys and 100 girls of 1st and 2nd year students of Government Colleges. The results of the study showed that a majority of the respondents used mobile phone for communication with friends and family members. Both boy and girl students agreed that mobile phone impacts their peer relations, social norms, customs, traditions, esteems and also impact their fact-to-face communication. On the basis of results of the study the researcher proposed that teenager may reduce their time which they earlier spend on mobile phone for texting or voice calling. Mobile phone usage engages students in extra curriculum activities that affect their educational results so they may restrict themselves. Further research may be conducted to validate these findings on broader area.
: This chapter presents the concept of a collaborative computer integrated classroom (CiC) specially designed to achieve
a unique combination of interactive and collaborative software with spatial arrangements, special furniture, and new peripherals
including furniture (“roomware”). Although, technologically innovative, the CiC approach respects grown pedagogical traditions
and classroom procedures. In-line with the notion of ubiquitous computing it tries to augment the real classroom instead of
defining a virtual learning environment. Based on these principles, the European NIMIS project has put into practice a specific
classroom environment for early learning with general tools and specific applications supporting literacy-related activities.
In addition to the collaborative nature of the classroom scenario as such, specific mechanisms for co-construction in shared
workspaces are provided.
The advances in wireless technology and handheld devices tend to mobilize the learning process. With these advances a new learning model called Mobile Learning (ML) has arised. The Context Aware Mobile Learning (CAML) aims to support learners and teachers activities while moving. CAML system has to be sensitive to the context that characterizes the interactions between humans, applications and surrounding environment. This paper discusses the technical issues of CAML. The available technology, including the mobile devices, wireless communication, and applications, is explained. The context of different systems is given. Some pilot projects are demonstrated. Issues such as evaluation, future factors as well as future challenges are discussed. At the end the conclusion is given.
Recent studies of mobile Web trends show the continued explosion of mobile-friend content. However, the wide number and heterogeneity of mobile devices poses several challenges for Web programmers, who want automatic delivery of context and adaptation of the content to mobile devices. Hence, the device detection phase assumes an important role in this process. In this chapter, the authors compare the most used approaches for mobile device detection. Based on this study, they present an architecture for detecting and delivering uniform m-Learning content to students in a Higher School. The authors focus mainly on the XML device capabilities repository and on the REST API Web Service for dealing with device data. In the former, the authors detail the respective capabilities schema and present a new caching approach. In the latter, they present an extension of the current API for dealing with it. Finally, the authors validate their approach by presenting the overall data and statistics collected through the Google Analytics service, in order to better understand the adherence to the mobile Web interface, its evolution over time, and the main weaknesses. Copyright (C) 2013, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.
A lo largo de las últimas décadas la tecnología ha impulsado una revolución en la enseñanza. La sociedad demanda nuevas soluciones tecnológicas para el aprendizaje con un espíritu nómada que hagan que el proceso de aprendizaje sea posible en cualquier lugar y momento. Pero estas nuevas tecnologías se están aplicando principalmente en la instrucción del aprendizaje, dejando a un lado otros aspectos del mismo como la definición curricular. En este artículo proponemos una herramienta de computación ubicua que ayuda a la gestión una de las fases del currículo permitiendo especificar enunciados de trabajos que deben realizar los alumnos colaborativamente.
M-learning is a quite new, exciting and promising field. Papers on this domain are spread through several conference and workshops proceedings, so it is rather difficult to have a complete view of the field. This paper aims at helping, by reviewing the existing work, and classifying the research directions that try to answer the questions of how m-learning will help reaching the goals of a better learning, and how it will be different from the rest of e-learning. Finally, we try to foresee some directions for successful m-learning research. Int roduction Computing technology has been applied to learning since decades, but it has really flourished with the advent of the Web. In recent years the quick growth of mobile technologies is promising a new revolution that might be comparable with the Web. The forecasts are (Steinberger 02) that by 2004 about 63 millions handhelds will be sold, and that approximately 38% of them will be smart phones, integrating PDA functionality with features for communication. And the forecasts are already getting true (Scott 02) – since according to DoCoMo more than 37% of Japanese population owns Internet-capable phones. More and more mobile devices with improved capabilities are appearing on the market. Lots of mobile clients already support Java (J2ME) making it easier and less costly to develop portable applications. Mobile learning (m-learning) is a field which combines mobile computing and e-learning. Will e-learning undergo a revolution like it happened with the Web? We do not know, but we must try to answer the question, by trying to imagine how mobile devices can enhance e-learning or modify it. Many people are working in this new field, and it is increasingly difficult to have an overview of what is going on, since most papers are dispersed in many conferences, and some reports are only available as gray literature. In the present paper, we present an overview of what is going on. By no means were we able to discover all the interesting papers that have been published in the field, but from the inevitably partial view we try to let emerge the trends that characterize the field.
For a long time, computer support for learning has been justified by its potential for the acceleration and multiplication of learning activities, i.e. learning should be faster and reach more learners. Recently, we have seen integration as a theme and purpose of educational media usage of its own right. We will distinguish and elaborate on two perspectives: (1) the integration of media to support a smooth and seamless information flow in both virtual and face-to-face classroom scenarios, and (2) the use of ICT to bridge between different conditions of learning, such as individual, small group or large community activities as well as synchronous and asynchronous settings.
Studying in groups can have advantages as compared to doing so alone. Collaboration scripts are one means to handle the learning process systematically, by defining different phases and the tasks that individual team members should carry out. This paper presents a new concept to support the use of scripts during group learning: Non-invasive collaboration aids use pervasive and ambient technologies (room lighting, tabletop displays etc.) to help users recognize script phases, work on the individual task(s) of a phase, and become aware of other relevant factors during the learning process. Compared to previous efforts, which relied on desktop PC technology, this prevents interruptions and distractions, allowing users to focus on one another rather than on a computer. We demonstrate our ideas with an example user interface for a particular collaboration script.
This paper reports about the development of a system supporting problem-based learning in the classroom Its principal design principles are the combination of computer mediated and face-to-face interaction and mobility to ensure a high level of motivation. The main contributions of this solution are: (a) being a full peer-to-peer application it can be used in any situation, inside the classroom, in labs, museum or even in the open air; (b) the teacher can create new problems "on the fly" and send them to the students anytime; and (c) provides the teacher with powerful assessment and feedback possibilities. The paper also reports about a first evaluation of the system called MCI-Supporter.
In dieser Abhandlung wird ein System zur elektronischen Interaktion zwi - schen Dozenten und Teilnehmern von Lehrveranstaltungen, wie z B Vorlesungen an Hochschulen, vorgestellt Dieses System erm¨oglicht in Lehrveranstaltungen mit vie - len Teilnehmern und in gro?en Veranstaltungss¨alen die Interaktion zwischen Dozent und den Teilnehmern, wie sie sonst ohne elektronische Unterst¨utzung nicht m¨oglich w¨are
This paper illustrates the concept of Multiple Representation (MR) approach and its application in mobile adaptation. The paper first reviews several techniques for web page level content adaptation. Most of these techniques have been used in existing applications but they are very generic and lack the guidelines for deployment of educational pedagogy needed in learning environments. The Multiple Representation approach fills this gap by providing guidelines for content adaptation in e-learning and mobile learning environments. We further formulate, extend and apply MR approach in a prototype of a mobile quiz module to illustrate the synergy between mobile adaptation and MR approach.
One-on-one educational computing refers to 1 student 1 computing device, which means every student in a group uses a digital learning device. In this paper, we present a model of student question generation called AGQ, which stands for "asking a good question," supported by one-on-one educational computing in the classroom settings. AGQ is designed for engaging students in a challenging learning activity that potentially involves higher-level cognitive processing operations. We shall describe the general design of AGQ, called Product Evolution, and that the current version is a variation of it.
Dieser Beitrag untersucht die These über die Existenz von Digital Natives. Die Vertreter dieser These postulieren, dass Studenten und Schüler durch den frühen Kontakt mit Informations- und Kommunikationstechnologien hinsichtlich ihres Lern-, Arbeits- und Kommunikationsverhaltens wesentlich verändert wurden. Um diese Aussage zu bewerten, werden Erfahrungen mit Virtual Collaborative Learning Veranstaltungen herangezogen. Die aktuellste durchgeführte Veranstaltung wird als Fallstudie vorgestellt und analysiert.
Las aplicaciones multimedia multiusuario de alto grado de interactividad (HIMMA) están en auge actualmente gracias a la evolución de las redes de acceso fijas y móviles, las mejoras en los terminales de usuario y a la propia oferta de aplicaciones existente. Aplicaciones como las de trabajo colaborativo, juegos multijugador, tele-enseñanza o telemedicina fomentan la comunicación entre usuarios en distintos ámbitos profesionales y de entretenimiento, tanto en entornos fijos como en movilidad. Estas aplicaciones requieren generalmente un conjunto de funciones comunes como son la gestión de usuarios (alta, baja, almacenamiento de perfil, creación de grupos), información sobre servicios (presencia, predisposición a participar en actividades, etc.) y gestión de las comunicaciones (establecimiento de sesiones multiusuario, notificación de eventos, soporte de múltiples dispositivos, gestión del estado, calidad de servicio en la red, etc.). Todas estas funciones deben proporcionarse por infraestructura específica de la aplicación en caso de desplegarse en una red que sólo proporcione conectividad IP (como la propia Internet). Esta situación conduce a desarrollos habitualmente propietarios o específicos que dan lugar a deseconomías de escala y dificultan la interoperabilidad entre aplicaciones y, por tanto, entre usuarios, problema que constituye la motivación principal de la Tesis. El Subsistema IP Multimedia (IMS) está definido por el 3GPP como arquitectura estándar para la provisión de servicios Todo-IP en redes móviles y ha sido adoptado por otros foros de estandarización para entornos de telefonía fija, redes de cable, fibra e inalámbricas. La arquitectura de IMS está basada en el establecimiento de sesiones mediante el protocolo SIP del IETF y cuenta con un conjunto de servicios básicos, denominados habilitadores, entre los que se incluyen gestión de grupos, presencia, mensajería, etc. En esta Tesis se aborda la adecuación de IMS como plataforma para la provisión de aplicaciones multimedia multiusuario de alto grado de interactividad, estudiando las aplicaciones multiusuario provistas de forma por estándar por IMS (videoconferencia, Pulsar para Hablar) y proponiendo como contribución básica un marco genérico de soporte a aplicaciones HIMMA basado en los estándares de IMS que facilita el desarrollo de este tipo de aplicaciones. Este marco de soporte se aprovecha de las posibilidades de extensión de IMS, a través del concepto de habilitador, y comprende dos elementos fundamentales: un habilitador ligero para la gestión de aplicaciones HIMMA y un middleware para clientes que ofrece una interfaz Java de alto nivel que facilita el desarrollo de aplicaciones HIMMA sin infraestructura específica aprovechando las capacidades de la red IMS. Finalmente, se presenta la aplicabilidad de las contribuciones anteriores a dos tipos de escenarios relevantes para las aplicaciones HIMMA: juegos multijugador en red y servicios profesionales. Abstract Highly interactive multimedia multiparty applications (HIMMA) are gaining interest in the TIC market thanks to the evolution of fixed and radio access networks, improvements in user terminals and the broad range of existing applications. Applications such as collaborative work, multiplayer networked games, e-learning and e-health encourage communication among users in a variety of professional and entertainment spheres, both in fixed and mobile environments. These applications usually require a set of common functions such as user management (creation of records, storage of the user profile, creation of groups, etc.), information services (presence, willingness to participate in activities, etc.) and communications management (establishment of multiparty sessions, event notification, support for multiple devices, state management, quality of service in the network, etc.). Should the network provide only IP connectivity (like the Internet), all the previous functions must be provided by application-specific infrastructure deployed in the network. This situation usually leads to custom developments of the required functions, where different providers duplicate the same functionality. It also generates scale diseconomies and makes interoperability among applications difficult and, thus, among users. The IP Multimedia Subsystem (IMS) is defined by 3GPP as a standard architecture for the provision of All-IP services in mobile networks and has been adopted by other standardization bodies for fixed telephony, cable, fiber optic and wireless networks. The IMS architecture is based on the SIP signaling protocol to create and maintain communication sessions. It also includes a set of basic services, namely service enablers, including group management, rich presence, messaging and so on. This PhD thesis addresses the suitability of the IMS as a platform for the provision of highly interactive multimedia multiparty applications and proposes as global contribution a generic standards-based framework to ease the development and deployment of HIMMA applications. This framework makes the most of the extensibility of IMS architecture and protocols through the concept of service enabler, comprising two core elements: a Lightweight Conferencing Enabler (LCE) to manage HIMMA applications, and a HIMMA middleware which provides developers a high-level Java interface to ease the development of HIMMA applications without application-specific infrastructure. Finally, we present the applicability of the previous contributions to two types of relevant scenarios: multiplayer networked games and professional services.
This study examined the effects of time restriction on social interaction in computer-mediated communication through a meta-analysis of applicable research. Time was defined as whether subjects were restricted or unrestricted in their opportunity to exchange messages. Studies were included that assessed either of two outcome variables: socially oriented (as opposed to task-oriented) communication, and negative / uninhibited communication. Hypotheses were derived from Walther's social information processing perspective. Meta-analytic tests supported the hypotheses on social communication. Although no effects were found on negative / uninhibited communication, a reexamination of original studies suggests caution regarding previous findings.
An abstract is not available.
Eighty-four students distributed between two different courses at a major research university (one a communication course, the other a computer science course) were given laptop computers with wireless network access during the course of a semester. A wide variety of data (from questionnaires, e-mail logs, proxy server logs, and diaries) regarding students' use of the laptops for electronic communication, Web browsing, and local application use (e.g., word processing) was collected and analyzed. The influences of course, network (wireless-wired), student population, and the passage of time were investigated in relation to the prevalence and nature of social computing (e.g., e-mail, instant messaging, chat, discussion boards, online annotations) in students' laptop usage. The relative prevalence of social computing increased and became more exclusive for students in the communication course, especially on the wireless network. Social computing and use of the wireless network were less prominent and influential for students in the computer science course.
Several theories and much experimental research on relational tone in computer-mediated communication (CMC) points to the lack of nonverbal cues in this channel as a cause of impersonal and task-oriented messages. Field research in CMC often reports more positive relational behavior. This article examines the assumptions, methods, and findings of such research and suggests that negative relational effects are confined to narrow situational boundary conditions. Alternatively, it is suggested that communicators develop individuating impressions of others through accumulated CMC messages. Based upon these impressions, users may develop relationships and express multidimensional relational messages through verbal or textual cues. Predictions regarding these processes are suggested, and future research incorporating these points is urged.
This article describes and evaluates the authors' practical experiences planning, implementing, and teaching a Lawyering Skills course to first-year law students in a wireless classroom environment.
Combining handheld PCs with wireless Internet access offers new possibilities for both educators and students.
Discusses several controversial aspects of computer-assisted instruction in general and computer-assisted language learning (CALL) in particular, focusing on advantages and disadvantages, applications, effectiveness, and the future of CALL. (CB)
Describes a typical Group Decision Support System (GDSS) in use at the University of Mississippi and potential uses of a GDSS in seminars, interactive testing, lectures, foreign language study, and in communication with deaf or mute students. Benefits are noted, including increased participation, group synergy, and automated record keeping. (27 references) (NRP)
"Contemporary Educational Psychology," 5th Edition, provides comprehensive and balanced coverage of the theories and basic concepts of educational psychology, shows how they can be applied in a variety of learning situations, and offers concrete advice for planning, implementing, and improving instruction. Our goal is to help teachers to understand the realities of teaching, to comprehend and organize relevant psychological theory, and to become competent at tasks instructors perform. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Legal education is only beginning to make use of the technological capabilities of computers as a medium for instructional design. In this article the authors show the applicability of computer-assisted instruction to law through programmed instructional techniques. They trace the two decades of development of computer-assisted instruction (CAI) in law, the use and misuse of the computer's capabilities, the impact of CAI on law student attitudes and performance, and the positive student endorsement. They carefully analyze the computer's capacity for use in memory drills, tutorial sessions, and simulation exercises. They do not offer an unrestricted endorsement of the computer's capabilities but hope for the continuing development of CAI in the legal education process.
An effective seminar is about discussion, exchanges of ideas and developing understanding: but is this always achieved? This paper evaluates a pilot study into whether group process support technology has the potential to improve the learning experience of students in seminar groups by increasing participation and focusing debate. The trial involved 86 undergraduate students. The technology consists of wireless handsets, a PC and data projector. The use of the technology was varied to increase our understanding of how it could be used effectively. The Pilot Study received a positive evaluation by both the tutor and the student group. The results are encouraging, and the paper concludes by establishing further research issues, how this application of technology can be developed and briefly describes how the technology has been subsequently used in the University of Glamorgan Business School.
A great deal of time in the traditional classroom environment is spent gathering information (taking notes) rather than processing the information and assimilating the information. The traditional learning model goes from the gathering to recall stage without regard for whether the information is actually comprehended (processed and assimilated). The research reported in this paper employed a quasi-experimental design to examine whether technology-enabled collaborative learning involving case analyses is superior to individual constructive learning involving individual case analyses where the goal of both methods is to increase student interest in the course, increase student understanding of the material, and enhance student performance. The study found that students working collaboratively in either small or large groups were more interested in the material and perceived themselves to learn more than students that worked individually but that students that worked individually outperformed students that collaborated in small or large groups before working individually.
This article states focuses on the role of asynchronous learning networks (ALN) as a virtual classroom. Despite lack of physical space, virtual facilities of an ALN allows students to exchange emotional support, information, and a sense of belonging. Computer-mediated communication can enable people with shared interests to form and sustain relationships and communities. Compared to communities offline, computer-supported communities. The Internet provides information and social support in both specialized and broadly based virtual communities. Due to its reduced social presence, the Internet will never replace face-to-face meetings for engendering and nurturing primary group relationships. It is possible to make friends, even close, personal friends, online, but it is less likely. There is no On the other hand, the Internet can provide emotional support, companionship, and a sense of belonging when real hugs are impossible.
Wireless networks now support Web browsing, e-mail, real-time
chat, and access to remote computing resources. With the increasing use
of small portable computers, this emerging communications infrastructure
will enable many new Internet applications. Two innovative projects at
the University of North Carolina at Wilmington are currently exploring
how educators can use portable handheld computers with wireless Internet
access to improve teaching and learning in both local and wide area
network environments
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Highly interactive instruction environncnt for classroom -integration of wireless testing system and learoing information management system
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EduClick: A Computer-Supported Formative Evaluation System with Wireless Devices in Ordinary Classroom
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Wireless Devices in Ordinary Classroom", Proceedings of ICCE
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