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Mobile Learning - Science topic

Explore the latest questions and answers in Mobile Learning, and find Mobile Learning experts.
Questions related to Mobile Learning
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Hi,
I have a big concern about wheather is possible to gather different inferential methods (posttest-only, pretest-posttest) in a study on education. I have tested both a mobile learning technology (APP) for programming and robotics with its educational methodology since 2019, which the students has employed for 16 weeks per semester. During 2019-2021, the students (n=42) evaluated the application and the methodology only by means of a posttest (anonymous survey) with a tracing of the students grades and the collection of several semi-structured interviews. My idea here was to triangulate different sources of evaluation to increase the reliability of the study. However, this year, to validate the study under different scenarios, I want to perform a pretest-postest in the groups with (n=45) students that are going to use the APP and the methodology. I must mention that groups are different of several engineering careers.
My question here is, Could I use (posttest-only, pretest-posttest) methods between different groups in this educational study?
Under your experience, Could this be beneficial for the study? , or What would it be the pros and cons in this regard?
Thanks in advance.
Best regards,
Jonathan
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Thank you.
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Dear my professors
please anwser my question
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Online teaching platforms are equipped with different facilities to enable teachers and students to make the best use of the learning environment. These classes are more flexible and convenient. It MIGHT promote life-long learning and computer literacy as well. Additionally, you can save a lot of money by participating in online classes.
HOWEVER, it is not without problems. It can be difficult for the instructors to monitor students' behavior and check their contribution and progress. It may create a sense of isolation in my opinion. This image tell the story:
" In an online course, no one can hear you scream. And that causes discomfort for some online students. Studying alone with only the computer as your companion can be terrifying. There's no whispering in the back of the room, no wise remarks from the peanut gallery, no commanding presence at the front of the classroom pleading for everyone to listen. The online environment is a much different atmosphere that takes some getting used to." ~https://www.montgomerycollege.edu/
Please share the problems that you have faced as an instructor or a learner in online platforms.
THANKS Indeed
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Teachers being made responsible for more than they should
Most of the time, teachers don’t feel that the responsibility is equally shared between them, parents, and students. Unfortunately, they will have to bear a lot of responsibilities on their shoulders.
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Hello,
I'm interesting in to know if you have had educational experiences with m-learning (mobile learning) in engineering or computer science. In the literature, it seems to be that there are few proposals with m-learning platforms or applications to strengthen the skills or competences of the students in the basis of engineering and even computer science. Typical applications are located, e.g., in EFL and math.
Under this context, What have been your experiences with m-learning in engineering education or computer science?, and What advantages or difficulties do you consider regarding m-learning?
Thank you for your answers.
Best regards,
Jonathan
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The Internet of things (IoT) has a great effect in the defeloping of mobile learning. Please have a look at this article:
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Hello Guys,
I am looking to develop a framework and model for my research which is about the security factors of Mobile Learning applications.
Could you please anyone help me or guide me for this?
Thanks in advance!
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In my opinion, the key factors in the cybersecurity of mobile education, i.e. M-Learning, include updating the operating system and firewall, anti-virus and anti-malware software supplied by manufacturers of applications, operating systems and other programs installed on a smartphone or other mobile device. In addition, it is important to update the online messaging and videoconferencing platforms used in e-learning. It is also important not to open emails from unknown senders. As young people and children often use social networking sites on their smartphones and teachers use online educational portals, high safety standards should be maintained when using these online portals. It is important not to provide important, sensitive personal information on these portals.
Best regards,
Dariusz Prokopowicz
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Hi everyone,
I'm researching about mobile learning in higher education. Due to the small number of the students in the semesters, I cannot have a experimental and control group together. I'm comparing the students' grades in the subjects that had a mobile learning intervention. Besides, I have the grades of the students in the previous semester before the interventions. The experiment has been perfomed during three semesters. Then, Must a control group to be in the same semester that a experimental group?, or Can I compare the grades of the students with respect to the group that did not receive the intervention?
Thank you for your anwers to respect.
King regards,
Jonathan
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Must not
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Hello!
We are conducting a study that practically implemented a combination of different learning approaches to foster systems thinking competence in the context of sustainability and in a real-world setting. The learning approaches include mobile learning, collaborative learning, and field trips. What journals would you recommend for such a study?
Thanks in advance!
Yared
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Hello,
In fact, sustainability is not a single research topic, but a multi-disciplinary integration topic and the general research is to study sustainability in a certain field. The specific categories include energy, technology, environment, management, policy, agriculture, and so on. Please check the following journals:
Renewable & Sustainable Energy Reviews
Nature Sustainability:
ACS Sustainable Chemistry & Engineering
IEEE Transactions on Sustainable Energy
Current Opinion in Environmental Sustainability
Sustainable Energy & Fuels
Sustainability Science
Journal of Cleaner Production
Sustainable Cities and Society
Current Opinion in Green and Sustainable Chemistry
Advanced Sustainable Systems
Sustainable Materials and Technologies
Agronomy for Sustainable Development
Sustainable Development
Journal of Sustainable Tourism
Sustainable Production and Consumption
Energy for Sustainable Development
Sustainable Energy Technologies and Assessments
Sustainable Chemistry and Pharmacy
Sustainable Computing-Informatics & Systems
International Journal of Sustainable Development and World Ecology
International Journal of Sustainable Transportation
Sustainability
Sustainable Energy Grids & Networks
Ecosystem Health and Sustainability
International Journal of Agricultural Sustainability
Environment Development and Sustainability
Sustainability Accounting Management and Policy Journal
Hope it may help you.
Best Regards,
Ning Zhang
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How do you think we can harness if not full, majority of advantages related to mobile learning in our day to day teaching and learning activities? Having seeing that majority of high school and tertiary education students turned to be more interested in their mobile phones more than anything else. How could we utilize that intimacy for educational purposes?
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This depends on the learner. Self-discipline is very important
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Could you please help me, I need a paper or a survey on differents algorithms and stategies used in the LO adaptation. Most of the work I've read suggest a rule-based reasoning and ontology, and there are other algorithms.
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The following paper " A framework for systematically transforming and re-engineering syntactic legacy system process elements into semantic web services is required" might help you: https://www.academia.edu/24556422/SMISOS_ADDED_VALUE-A_SET_OF_STANDARD_TOOLS_FOR_WEB_3.0_AUTOMATED_PROCESS .
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I am now carrying out research about DTV and t-learning, but I am limited to experiments with the DTBM network. I read the attached work and I saw in table 1 the presence of the return channel, but I did not see DTBM in it.
Does DTBM have a return channel? I am new on these terms. Thanks for your time.
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Nice Dear Felix Ivan Romero Rodríguez
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What I am particularly interested in are short stories &/or video resources that succinctly demonstrate or explain an innovative use of mobile technology for learning -- I am using "mobile" here to mean any portable device using digital technology. It doesn't have to be connected to the Internet. An example is the SMILE project at Stanford University:
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Good Answer Ronald A. Yaros
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Problems of mobile learning in pandemic period
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Many students are not provided with the high bandwidth or the strong internet connection that online courses require, and thus fail to catch up with their virtual classmates: Their weak monitors make it hard to follow the Course Management System and their learning experience becomes problematic. Moreover, most of them live off campus and find it difficult to keep in tune with the technical requirements of the chosen course. Some of them don’t even own computers and seek help in Learning Resource Centers for technical assistance. The only solution to this problem is knowing exactly what kind of technological support they will need for a certain course before enrolling in it, as well as properly equipping themselves for the course’s successful completion
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Waiting your answers
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All: check Screencast-O-Matic (Screen Recorder & Video Editor)...
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Which software may be user-friendly and educationally appropriate for early-primary school children which combining movement and sound can be used by digital (e.g. tablets) or non-digital technologies (e.g. desktops)?
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I consider ScratchJr as a developmentally appropriate mobile application (but run also in PC as an open source initiative) for preschoolers to teach and learn CT, maths but literach as well through projects.
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I am developing an EFA on mobile learning, but one of the comments I have received in past arbitrations of my work is that the technology that was used in the experiment is not a state of the art learning technology. So, I want to justify or delimit the socio-economical level of the school to explain the affordance of the technology that the students had. Plus, I am open to any other alternatives and to start a collaborative on the topic if you are interested.
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Thank you, you've made a lot of things clear.
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For my studies I am creating a Learning Journey Map for a Mobile Learning Scenario. Most literature is about Customer Journey Maps. Does anyone here know a decent paper about Learner journey mapping? Or about the use of timelines and touchpoints?
Much obliged,
Maaike
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Nice study,Congratulations!
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I want to develop a mobile learning framework. So, I want to check it's applicability and sustainability. Can algorithms in Computer Science be used for that? if so, what are algorithms can be used?
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Thanks for the answer. But I need a method to prove or test the Applicability and Sustainability of a Mobile learning framework. These papers can be used as based papers to develop new mobile learning framework.
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Most of the educational institutions do not allow the use of smartphone for Mobile Learning in the classroom. Whereas the use of smartphone has drastically increased by Generation Z.
Which arises few concerns:
1. Will the use of smartphone enhance the productivity and improve the students results in terms of M-Learning.?
Or
The use of smartphone will have negative impact.
2. It might have a positive impact on Generation Z as online learning but might not be much effective for Generation Y.?
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Faisal Khalil I think generation Z is comparatively more tech savvy then generation Y. With increased smartphone usage, now people of my age or younger people do not mind using mobile while talking to others, comparatively, I think baby boomers, mind if someone uses the mobile phone while talking to them.
Also, the usage of Mobile for learning is increasing among the new generation, and older people feel that mobile has a smaller screen.
Usage of mobile is also increasing, and i think wearable phone devise in the future can change the whole game.
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In my country and due to the present economic situation, we have problems with participation and attendance at conferences. Fees are often too expensive without mentioning travel and accommodation costs. Our research structures are no longer able to finance us. As a mentor I can not find conferences for my students which are either good and affordable. So my questions are:
- do you know of any good IT , education and/or computer science conferences that are not too expensive or that offer a special reduced fees for students?
-do you know organizations that can finance students from developing countries?
Thank you all.
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Arranging conference is the business with the intellectual people without risk and harms. So, try to never attend in the seminar , conferences without sponsor. Few days back a conference committee from Sri Lanka sent me a mail for my permission to join there as the keynote speaker. I agreed and the following week , they mailed me for a donation of $1500 ! I didn't reply at all. So, be careful !!!
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Valid discussion on Mobile learning future and how impactful it could be in higher education?
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Mobile methods of learning are best used as access to references. At the point information is needed, the student can look it up and use it. However, the retention of information provide in this manner appears to be low. I saw an example recently as I watched my son use Goggle apps to provide driving directions, even for places he had driven to multiple times. He used mobile learning, but did not retain it.
Our company currently uses short microlearning videos, one of the types of learning used frequently for mobilbe learning. However, I find myself repeating these also due to low retention of short episodes of learning. I am interested in any studies on retention period of mobile learnign and micro learning.
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Used in higher education institutions of developing countries, compatible with cloud computing architecture
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Are you asking as someone who wants to learn or some one who wants to develop such a framework?
You could check out Coursera
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how can assessment or mesuare the usability factor of mobile learnign application
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The paradigm must depart from traditional & insular assessment approaches to evaluate the effects of learning. It must account for learning that occurs in multiple contexts and for application purposes that go beyond the limited purpose of learning within a controlled context.. The tools are already embedded for extracting geographical and context data for commercially produced apps. It is possible to pair that data with learning/performance outcome data. Data from traditionaĪ LMSs will provide limited usable data that facilitates planning for mobile learning in multiple contexts. Ubiquitous mobile alters both the delivery & evaluation of learning.
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i am referring to those students who dot actually posses the mobile learning device.
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Yes it is very much possible as mobile technologies are playing a vital role in higher education and with devices such as smartphones and tablets access among students, for required knowledge sharing and interactions are heightened nowadays.
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Learners are made to create their profiles and their contextual information is stored at server end. This information is updated by learner, whenever learner makes an attempt to access learning content sequential role mining comes into major role to help extracting some behavioral patterns from the database.
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The idea is to know if there are case studies where open online courses (MOOCs) were implemented in mobile learning environments.
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Just happened to se a fresh paper on MOOC wrapping in my RG stream, perhaps you have seen it as well:
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Hi
I have been reading about Mobile learning, particularly MALL ( Mobile Assisted Language Learning). I have noticed that most studies quantitively conducted or mixed method where very little given to particpants ideas and thoughts. I would like to conduct a qualitative resrach in the area of MALL. I was thinking of using Grounded Theory approach since there is not much about this topic.
Can anyone mention, if any, some studies of a qualitative nature in the field MALL?
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There are many studies about the mobile and its effects and importance in life and are relevant to the subject of your studies but I think this type of studies is important because it fits the current era
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I have a presentation next week for the first time and I would like to have an idea what the PowerPoint slide should include.
thanks
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I am sending some work I had done on mobile learning as part of a presentation on flexing learning:
Best regards,
Debra
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One of the most important issues in the context of mobile computer supported collaborative learning is not only to provide information anywhere and anytime, but also to allow the mobile learners to find the most suitable information (and/or activities) and collaborate with the right persons. the systems mentioned above represent a good solution, so, what are the differences and similarities between them, and which one is more advisable to the m-learner group formation problem?
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Personalized learning systems are self-managed/autonomic agent based systems which gain cognition via conscious/deep sense rather than collaborative/social firms of learning. Learning recommender systems are controllable picky/choosy social engines which demand vivid data and build evolving patterns of preferences that can be reused in other arenas, all recommender systems learning methods are abstracted from game theory/gamefication models. Adaptive learning systems are based on blended "evolving"/"self-configuring" systems that change their innate behavior automatically from realtime data or new design requirements at runtime, its worth to mention that adaptive learning systems do not consume plans, patterns of behavior to favor the learnt objectives as perceived/ignited by receptor, rather they tend to enhance mechanics and strategies of the learning process.
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Can anyone direct me to paper on studies on assessment in Project-based learning recently?
Thank you in advance
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You can check archive of world journal on educational technology. You can use rubrics in pbl according to your topics. 
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In TESOL, EFL teaching, CALL and MALL, I have seen many studies that were of short duration. 
For example, in looking at several MALL studies, learners used MALL for as little as 40 minutes, one class, one week, or two weeks.  In addition, the duration of the study was not divulged at all in some studies.
But the Hawthorne Effect, also known as the Novelty Effect, means that the newness of being research participants or of using technology in a new way, leads to temporary increases in performance.
Clark and Sugrue (1991) determined that it requires eight weeks for the novelty factor to drop to a minimal level (20% of a Standard Deviation for more than eight weeks, which is < 1% of the variance). Therefore, novelty may serve as a confounding variable for studies lasting less than eight weeks, skewing research results to the positive.
So...how important is it to state the duration of your research study, and to ensure that it lasts long enough for the Hawthorne effect to be negligible? 
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Michael:
I do not think the Hawthorne Effect is measured in research as we do not always have the time to do so. But, it is really important especially with using technology in a new way as students' engagement initially can be mistaken for increases in performance, which can lead to misleading conclusions in research. Great question!
Many thanks,
Debra
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I am doing a research on mobile learning and I am interested in using qualitative methods, specially phenomenological and hermeneutical. Any help will be appreciated.
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Thanks John you have been very helpful.
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Mobile OS
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There are many ways to extract apk file from your mobile, but the easiest way is the following:
Step 1: Install ES File Explorer App
Step 2: Open ES File Explorer App and goto Library -> Apps
Step 3: Select the app for which you want the apk and click on Backup (you will see many options after selecting an app) option.
Step 4: Get your apk file from sdcard/backup/apps folder.
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Dear all,
I am conducting a study on the effect of on-screen text on developing L2 vocabulary acquisition. I want to see whether participants' memories would be affected by load of multiple modes of the task (video, text. audio) and whether decreasing modes (i.e., text) would enhance the students' working memories. I want also to find if there is any correlation between the gain of vocab and the abundance of input in which the students will be engaged in. I would be so thankful to you if anyone has developed a tool or administered reliable measures to assess the cognitive load of students' memories. 
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I used the NASA TLX with some degree of success. Pre and post testing is an indirect measure of CL too, provided all other variables are controlled.
This is a good paper 
Brünken, R. & Plass, J.L., 2003. Direct Measurement of Cognitive Load in Multimedia Learning. , 38(1), pp.53–61.
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I'm writting my Master's Thesis about mobile learning and I'm lost with the terminology.
We are developing a mobile application to practice the Spanish conjugation. The system is not really social oriented since it is more a behavioral activity in which the user writes the answer and the device gives him feedbak. Do you think that it can still be considered as MALL (mobile assisted language learning)?
Thank you in advanced.
Teresa
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MALL is usually defined as language learning that is supported through mobile devices or where the learner is mobile. It is not defined by the type of language-learning activity that learners perform through the mobile device/application. It's worth keeping in mind that anything that can be called MALL could also be called CALL since mobile devices are a type of computing device.
Here are some references which should give you a sense of the types of things that fall into the MALL category.
Kukulska-Hulme, A., & Shield, L. (2008). An Overview of Mobile Assisted Language Learning: from Content Delivery to Supported Collaboration and Interaction. ReCALL, 20(3), 271–289. http://doi.org/10.1017/S0958344008000335
Cui, Y., & Bull, S. (2005). Context and learner modelling for the mobile foreign language learner. System, 33(2), 353–367. http://doi.org/10.1016/j.system.2004.12.008
Hockly, N. (2013). Designer Learning: The Teacher as Designer of Mobile-based Classroom Learning Experiences (pp. 1–12). Monterey, CA, USA: The International Research Foundation for English Language Education (TIRF). Retrieved from http://www.tirfonline.org/english-in-the-workforce/mobile-assisted-language-learning/designer-learning-the-teacher-as-designer-of-mobile-based-classroom-learning-experiences/
Godwin-Jones, R. (2011). Emerging Technologies Mobile Apps for Language Learning. Language Learning & Technology (LLT), 15(2), 2–11.
Chinnery, G. M. (2006). Going to the MALL: Mobile Assisted Language Learning. Language Learning & Technology, 10(1), 9–16.
Palalas, A. (2011). Mobile-Assisted Language Learning: Designing for Your Students. In S. Thouësny & L. Bradley (Eds.), Second language teaching and learning with technology: views of emergent researchers (pp. 71–94). Dublin: Research-publishing.net.
Burston, J. (2014). The Reality of MALL: Still on the Fringes. CALICO Journal, 31(1), 103–125. http://doi.org/10.11139/cj.31.1.
Demmans Epp, C. (2015). Mobile adaptive communication support for vocabulary acquisition. Journal of Learning Analytics, 1(3), 173–175.
Demmans Epp, C. (2016). Supporting English Language Learners with an Adaptive Mobile Application (Doctoral). University of Toronto, Toronto, ON, Canada. Retrieved from http://hdl.handle.net/1807/71720
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Does anyone know a good survey or questionnaire that can be used to measure participants "attitudes and dispositions" towards mobile learning or m-Learning? Conducting a university- wide study on this. Thanks.
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The questionnaire has 29 items and I think it serves the purpose.  Have a look at this paper.  If you need a co-author, do get in touch with me.  RG is good at connecting us all.   http://www.itdl.org/Journal/Oct_10/article02.htm
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What do you foresee as problematic or would be an obstacle in its implementation?
If your answer is yes, what do you see as the strength of its implementation?
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I am investigating after-school informal learning opportunities in both face-to-face situations and through mobile learning offerings. The context relates to communities living in poverty where 'cash transfers' are used to affect positive behavior change. I know there is not much evidence from Southern Africa, but wondering what there may be that is not yet published. The interest is not strictly limited to cash (in-kind incentives such as airtime vouchers, or shopping vouchers would be included).
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Thanks this is helpful to know about the Phillippines experience - thank you for sharing with us.
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Specifically with the use of technology in language teaching and learning (this can include mobile learning as well)
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Thank you both very much! Unfortunately, I am not working right now, so I do not have students to monitor their attitudes
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According to experts in mHealth (Mobile Health), mobile healthcare is the future of health care and expected revenue of investments in new technologies and smart phones is about 27 billion US dollars by 2017.
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As I said..here the artcile on mHealth in Malaysia. Also published in JMIR. The source I know. http://www.jmir.org/2016/1/e5/
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How are the students enrolled in distance/ mobile learning programs assessed?
What are the assessment methods and strategies used in Mobile/Distance learning programs?
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Hi.Inayat.
in order to complete the list our colleagues have given here I would like to share with you what I also do to assess students in e-learning / m-learning.
I use case study analysis.
This is a fragment of one of my projects based on immersive escenarios and immersive learning.
 Case study approach
One of the main goals of education is to integrate theory and practice through the application of learning and teaching strategies to link the real world and knowledge in an effective way .One of those strategies is the Case Study. It provides learner with meaningful learning since the participants can be involved in the discussion of a case and the group process as well. This strategy supports the development of several cognitive processes such as analysis, synthesis and evaluation of information. Besides critical thinking, collaborative work, and decision making, creativity and innovation are also developed by learners.
The case study is a learning strategy in which the learner faces the description of a specific situation   that proposes a problem. This problem must be understood, evaluated and solved by a group of students through a discussion process. Fry et al (1999) describe case studies as complex examples which give an insight into the context of a problem as well as illustrating the main point. For this project, case studies are defined as student centered activities based on topics that demonstrate theoretical concepts in an applied setting. This definition of a case study covers the variety of different learning structures EAN University uses in its distance and e-learning programs ranging from short individual case studies to longer group-based activities.
You can read more in my profile.
Thanks,
MARTHA MENDEZ
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The relationship between formal and informal learning is a contentious issue that has fueled much debate in education. It appears as if the two learning approaches belong to completely different worlds. However, “knowledge is constructed via interactions between and among the learner and the social world” (Crotty, 1998; p. 282), which includes school, home, the community, as well as the virtual world. Thus formal and informal learning are, theoretically, closely connected and interdependent. Yet, in practice, school learning environments rarely reflect such connection and interdependency.
Is it viable to deformalize school learning and bridge this gap, and, if so how? What role may mobile technology and mobile learning play in this process?
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Some students require explicit exposure, exposition and explanation, and do not learn through casual observation.  They do not recognize what is seen/heard unless someone or something (computer) calls attention to specific content.  Such students can learn and retain content, but do not have background knowledge or interest that leads to contemplation and connection.  Therefore, considering informal schooling for basic skills and knowledge produces haphazard and inconsistent mastery.  When 1:1 pupil-teacher contact is available (or small groups) an alternation be tween explicit formal instruction and interest-explorative can provide variety.  Any system used as the only way misses the need for individualizing.  Excellent teachers generally attend to interests and abilities for both individuals and groups.  Having an overall context of relevance and interest puts leads students through internal motivation. The teacher can call attention to the relevance of content by using the four aspect quadrants of Crary interests in any lesson content: Scientific-Quatitative, Creative-Aesthetic, Humanistic-Ethical, Vocational-Technical. Devoting one minute of examples for each of these aspects during a lesson connects to the personal agenda of each student in both formal and informal deliveries. 
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ICT in education, preschool education
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Technology in Early Childhood Education!
"The use of computers and other digital technologies continues to rise in early childhood programs, and technology is being used as a tool for improving program quality in many interesting ways. In this Exchange Trend Report the focus is on innovative and effective uses of computers and technology for program management, classroom teaching, and professional development. The results of an online “Readers Survey” at ChildCareExchange.com are highlighted, and innovations for classroom teaching and eLearning are identified and described, to provide a snapshot of the most frequent and promising uses of technology in early childhood education"
Preschool Learning Tablets for Kids - Adaptive teaching technology building kindergarten readiness skills!
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What local or national factors should be considered for Saudi Arabia?
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Unesco published a list of working papers available here which includes information by region: 
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The impact of gender differences on classroom practices and learning outcomes is well established in the literature. In texting studies, those differences were found in the number and length of text messages sent and the frequency and variety of emoticons used (e.g., Baron & Campbell, 2010; Ellis, Daniels, & Jauregui, 2010; Ogletree, Fancher, & Gill, 2014; Tossell et al., 2012). However, I am not aware of any empirical research, in high school settings, that investigated and found correlations between gender differences in texting and students’ literacy skills and/or overall academic performance.
Any leads would be much appreciated!
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Check this out:
The Relationship Between Text Message Volume and Formal Writing Performance
Among Upper Level High School Students and College Freshmen
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Mobile devices are of the most powerful teaching and learning tools in the hands of 21st century teachers. In what ways and how is it effectively used in the classroom and beyond?
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Hi Nikos, I am currently undertaking research on the use of mobile devices to increase student engagement in lectures. The research is complete and I am in the process of write up. I would be happy to share experiences.
Thanks,
Claire
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I am looking for systematic review papers about mobile technology and education, especially in medical education. I am looking mostly for research papers conducted in US/Europe after 2012.
Thank you.
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Dear Sokratis, I enclose a link to a publication on 'Mobile pedagogy for English language teaching'. It is a bit far removed from medical education, but maybe you find  some parts useful.
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How long should the researching period of mobile-enhanced learning environments be?
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I did a systematic review of mobile learning studies from 2003-2012 on maths and most of the published papers (around 28%  were in the 10 weeks mark), followed by 4 weeks (22%) and not really surprising are 1 week sessions or even one-offs (18%) A few studies did explore an academic year implementation (13%) but some studies did not even bother saying how long the intervention was. 
I guess what I'm trying to say is mobile learning studies are so variable in terms of implementation but I guess a term (10-12 weeks) would be alright as most studies have taken that route. 
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Is it possible to use mobile learning in community development projects? I see most mobile learning projects focus on formal education with less attention to adult learning programmes
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The ubiquity of mobile devices and mobile apps were instrumental in helping medical support teams reach out to the victims and family members of those recently affected by the Ebola virus in Central Africa (indirectly assisting to contain the outbreak), as well as the disaster relief teams accurately identifying flood victims and their locations in rural parts of Kelantan in Malaysia late last year (when electricity was off, government agencies distributed power banks to communities affected to allow cellular communication to continue). If these underprivileged communities benefited from such simple technology, I'm convinced that the same can benefit any other community development projects, including education and training.
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What tools, if any, can be used to measure the extent to which mobile learning has been embraced by society?
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Thanks for the clarification. I thought that is what you meant, but I wanted to make sure. Have you seen the following papers?
Motiwalla, L. F. (2007). Mobile learning: A framework and evaluation. Computers & Education, 49(3), 581-596.
Frohberg, D., Göth, C., & Schwabe, G. (2009). Mobile learning projects–a critical analysis of the state of the art. Journal of Computer Assisted Learning, 25(4), 307-331.
Huang, J. H., Lin, Y. R., & Chuang, S. T. (2007). Elucidating user behavior of mobile learning: A perspective of the extended technology acceptance model. The Electronic Library, 25(5), 585-598.
Kukulska-Hulme, A., & Traxler, J. (Eds.). (2005). Mobile learning: A handbook for educators and trainers. Psychology Press.
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See above
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Dear, Crux of the activity theory lays the need to enlist a set of knowing that create activities to unlock workplace complexities. Knowing is all about interaction between individual and its workplace environment. It remains within the natural, physical and material scope of research. This can provide logical basis to generate genuine knowledge and make verifiable claims
Using activity theory lens, workplace activities can be ascertained. The T&D needs of the contemporary organizations can be identified by considering employee ability, motivation level, participation level, opportunity to participate; the human and social capital held by the organization, contextual factors from the external environment such as business strategies can be enlisted to know about training & development needs of employees. This will advance your thought I hope.
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How to measure users’ improvements after using mobile-enhanced learning environments?
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Dear Allen. I suggest you use pre and post test to evaluate your respondents's development before and after the mobile learning takes place. 
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I am interested in learning more about quality metrics for ALM content.
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Have you tried contacting representatives of the ALM Task Force?  They are located at Headquarters, Training and Doctrine Command (TRADOC), G3/5/7 at Fort Eustis, VA.
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Any data, case studies or examples would be appreciated
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We made some research at Institute of Social work at University of Hradec Králové (Czech Republic). The results are in attached article.
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Mobile gaming is becoming increasingly popular among the general public with 'casual gamers' featuring as the new breed of gamers. Is there any evidence showing learning benefits from the use of commercial mobile games? Are there any commercial mobile games that have been both popular and of learning benefit?
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Dear Christothea,
At this moment, one of the most popular mobile "games" for learning is Duolingo, a free iPhone and Android app that can be used to learn foreign languages. It has a large, growing community which helps to implement new languages. I say "game", because it's actually more a form of gamification than an actual game. There have been studies on the effects of Duolingo (https://www.duolingo.com/effectiveness-study), but these have not been published in a peer-reviewed journal. 
As you probably know, learning effects of commercial video games have been demonstrated in various fields. However, there are few studies that focus specifically on mobile games. You might find this article interesting: http://www.ncbi.nlm.nih.gov/pubmed/21529831
Yours,
Maarten Jalink
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Traxler and Kukulska-Hulme (2005) described m-learning as “a personal, unobtrusive, spontaneous, ‘anytime, anywhere’ way to learn and to access educational tools and material that enlarges access to education for all” (p. 1). Mobile technologies offer opportunities for instructors to create media-rich and active learning materials which enhance students’ experience in realistic and authentic learning tasks. Students are encouraged to learn the real-world activities and tasks that are relevant to the workforce of the future. Moreover, the characteristics of the iPad, such as ubiquity, access, richness, flexibility ensure students the ability to connect with active instruction and social networks anywhere anytime.
If we design our courses with m-learning technologies and apply the right m-learning pedagogical framework, what skills can students learning and benefit from m-learning activities?
Reference:
Traxler, J., & Kukulska-Hulme, A. (2005, October). Evaluating mobile learning: reflections on current practice. Paper presented at the mLearn 2005, Cape Town.
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Dear Hung, the following post provides an idea of the benefits of mobile learning in a number of countries. It indeed may open up teaching and learning opportunities that were not possible previously.
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What can be achieved via M-learning (mobile learning)? Familiarity with a term, understanding of a concept and mastering a skill are just some examples. Should one give some indications to students about M-learning outcomes? Most research is focusing on how to facilitate M-learning and very little is known about what to expect from that alone.
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Good questions, Galina.
Would you like to share your experience with M- games for students at university level?
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As mobile usage grows globally because of the decreasing cost of devices and the internet, mobile platforms are becoming another methods to meet students' needs for learning tools (eg mobile learning, conference chats). Problems exist for countries that have geographical and cost barriers. What do you think on this topic?
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It is already happening. But will require some time to evolve. There are certain limitations on what can be and what cannot be. A good part of it is already in place and students are regularly using it.
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I'm looking for case studies (either published or anecdotal) of innovative use of mobile learning which has increased access for learners with disabilities/ additional requirements.
Both online and mobile learning technologies can be either enabling or disabling for individual learners - e.g. touch screens can be difficult for those with manual dexterity problems, whilst text being digitised and the use of screen readers makes it available to students with dyslexia and visual impairments.
I'm looking for examples of using mobile either to specifically improve accessibility, or where increased accessibility has been an unexpected benefit.
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This 2014 article might provide some insight; it refers to the iPad in particular because, as the author explains, that is used most often for students with moderate to severe disabilities. Hope it helps!
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Mobile learning technology strategies across educational institutions are not unilateral. A review of the strategies shows diverse information and requirements. Please take 5 minutes to complete this survey in support of mobile strategy research.
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Interesting question! I've found at my institution that mobile learning happens in spite of institutional policy and lack of support.
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It may be said that face-to-face teaching is the best method for EFL/ESL or foreign language learning. Do you believe that the Cloud concept is changing the future for face-to-face teaching and learning?
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It supposed to add alternatif teaching and learning method.Example collaborative learning and conceptual understanding of a lesson. By using google cloud doc you can ask students collaborate in solving a story problem in different places and time, by using google drive adds on like mindup and mindmaster teacher can give an idea and students developed the idea by making sub idea inserting video,link by their own understanding. It can apply for lower level gr 3 primary until university for linguistiv to science from my experience.
For changing face to face it goes to the culture and infrastructure in every country.There are country with dominance on face to culture and bad infrastructure especially internet connection.
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Many companies introduce mobile learning applications. How can the decision maker
select one in terms of usability?
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I think the main issue has got to be how that application displays on ALL mobile devices. For example, an application can be very useable on a smart phone yet be difficult to use on a tablet devices. Also, the number of 'clicks' becomes very important.
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Such apps read phone sensors, record and provide live plots of data.
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My Pleasure.
The GPS Sensor gives an accuracy of about 3 meters (I believe) and only works outdoors. 3 meters could place the robot in the next room..
Wifi + Bluetooth localization might work very well for your use case.
There are a number of Robotics education programs in the works these days.
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Does anyone want to share designs for 'seamless language learning'? I am particularly interested in designs that claim to promote and support the cognitive processes (meaning/context to form) that Wong, L-H claims are used in type 2 & 3 MALL vocabulary artefact creation - see Wong, L. (2013). Analysis of students’ after-school mobile-assisted artifact creation processes in a seamless language learning environment'. Educational Technology & Society, 16(2), 198–211. Retrieved from http://www.ifets.info/journals/16_2/17.pdf
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Thanks for the interest Antonella, would love to hear what you create. I have run several teacher training workshops around designing for seamless learning (e.g. http://prezi.com/vavrzadbpvfu/?utm_campaign=share&utm_medium=copy&rc=ex0share & http://goo.gl/iT2tOI ) and I am now doing some seamless learning design projects with language learners. Will share designs here...
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I need also different architectures of this new trend of learning
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Answer: Taking advantage of these new mediums and exploiting them to their full potential. The challenge is getting people to think outside of the education box. The development and deployment of MOOCs today is similar to when movies were first made. If you look at films from the 1920s and 30s, you'll notice that films were presented as stage productions. Example, the Marx Brother's film "Duck Soup."
Eventually, in the 1940s, filmmakers started to see movies as its own medium that wasn't confined to the limitations of stage productions. That's when we start to see Film Noir, then "Citizen Cain" with its revolutionary camera angles, and after that, Alfred Hitchcock's cinematic formulas of filming 2-person scenes.
In the same respect, on-line courses are still treating the medium like a typical classroom; Teacher lectures, go home and read textbook. But we don't need to do that anymore. MOOCs can be designed for multiple educational delivery methods. They can be developed to be adjustable to multiple learning styles and to add assistive devices to neutralize the disadvantages of the learning disabled. We have the technology to create and deliver multimedia entertainment to promote passive learning and reinforce society as a whole to become life-long learners.
Unfortunately, the people who have the companies, the political power and/or access to the money needed to develop education in this manner don't see the big picture yet. They don't see the full potential of MOOCs. It's very difficult to convince people who have been doing the same things in the same way for decades, that they need to change. What's more, before you can show the potential of alternative educational delivery methods, you first have to get past the HR department of the companies that have the infrastructure and resources to develop MOOCs. The typical HR department is limited by the specific requests of the departments in their company. The problem is, they don't know what they don't know, and can't tell their HR people to hire someone with the specific qualifications to create a delivery method they don't know they need.
Hope this answer helps.
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I seek the origins of these concepts:
"Correspondence Education"
"Open Education / Open Learning"
"Distance Education / Distance Learning"
"E-learning"
"Virtual education"
"Mobile learning"
In which context were used for the first time?
In which publication?
You know the first institution that led those terms in its name?
You know the first journal that led those terms in its name?
You know the first scientific article that used those terms?
What national or international association used the term first?
...
I have written about the history of distance education (eg http://goo.gl/mfjxBa). Now I seek not history but the literal origin of certain terms.
Thank you very much.
I need bibliographical references
Can you help me?
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In coding the interviews, sometimes it is hard to find the exact or equivalent words for a concept emerged. However, the researcher does know the concept through his/her own interpretation and sometimes through literature. For example, in coding the ICT-related stuff, one of the interviewees referred to the concept of 'being careful to avoid showing unnecessary things to students'. What he said was well echoed in a literature found which labels that as 'exercise appropriate caution'. Therefore, the researcher should code as "carefullness in using the ICT', or 'exercise appropriate caution in ICT use'? So, please share your views in coding such kind of content.
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I am currently using NVIVO 10 for data analysis and can identify with your observations.
The coding can be inductive and deductive. In the case of inductive coding (e.g. Grounded Theory), it is good to find the appropriate word or phrase which (in your opinion) best represents a key point in your data (Node in NVIVO). NVIVO allows you to change that when come up with a better word/phrase later.
Conversely, in deductive coding, you could start with a pre-existing code from the literature and proceed by finding instances in the data that match that pre-existing code.
You could start with Ian's Kennedy's suggestion: 'Do not overload the student with superfluous topics.' You may decide to change that when you find a more appropriate word/phrase to represent the content of the node.
Good luck!
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E-facilitators are supposed to command certain characteristics such as being able to adopt several learning methodologies to cater for different learners, being able to interact online with group of students or one to one, being able to type 60 and above words per minute or more (i.e. writing 20-40 pages a day), or sit on the PC for a long time.
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This question stimulates a better awareness of some taken for granted teaching conceptions and practices in digital learning environments. I would suggest that the discussion may start with a few questions about the educational purpose of tutor’s intervention in digital learning environments. Should he/she undertake his/her role just as a facilitator of the use of ICT in the learning process? If so, the underlying assumption would be that learners are supposed to learn by reading, writing essays, and answering tests and exam questions? What kind of content should be learned and for what purpose?
I would suggest adding a few ICT skills to Ian’s list on the basis of three concepts: teaching presence, learning mediator in digital environments, and learning as a process of construction of meaning which takes place through the guided participation in learning activities with others (see Rogoff, 1995; Rogoff, Matusov, & White, 1996).
By working as a learning mediator, the online tutor is able to select the ICT tools, according to the formative purposes, and to make different uses of the same tools. For example, the tutor may take pedagogic decisions on whether the test available in a Moodle platform will be used as a tool for formative self-assessment by learners, or as a tool for summative assessment. As a learning mediator, the online tutor is able to decide which tools and when should they be used according to learners’ characteristics. He/she is able to guide learners so that they learn how to use the tools for specific purposes.
Interacting with participants is rather beneficial in the sense that providing them with the opportunity to share their previous knowledge, providing regular feedback, as well as encouraging grounded reflection keep participants focused on the core content and allows them to meaningfully accomplish the online tasks.
However, if the online tutor has to deal with a massive number of participants the personal and regular feedback would not be possible. In this case, specific skills are necessary to go on providing regular feedback by adapting the techno-pedagogic design, making use of specific tools and adopting specific modalities of organising participation in online tasks.
Just a few references hat may be helpful:
Anderson, T., Rourke, L., Garrison, D. & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1-17. http://actxelearning.pbworks.com/f/10.1.1.95.9117.pdf
Coll, C. Bustos, A., Engel, A. de Gispert, I., & Rochera, M. J. (2013). Distributed Educational Influence and Computer-Supported Collaborative Learning. Digital Education Review, 24, 23-42. (http://greav.ub.edu/der/index.php/der/article/view/252)
Narciss, S. (2013). Designing and Evaluating Tutoring Feedback Strategies for digital learning environments on the basis of the Interactive Tutoring Feedback Model. Digital Education Review, 23, 7-26. http://greav.ub.edu/der/index.php/der/article/view/232
Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship. In J. V. Wertsch, P. Del Rio & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 139-164). New York: Cambridge University Press.
Rogoff, B., Matusov, E. & White, C. (1996). Models of Teaching and Learning: Participation in a Community of Learners. In R. D. Olson & N. Torrance (Eds.), Education and Human Development (pp. 388-414). Great Britain: Blackwell.
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What is the difference between a group formation in a classic platform (E-Learning) and a group formation in a mobile learning platform?
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The main difference between the two is context and the environment. Which means that you need to take these information into consideration when forming the groups. In m-learning you can suppose that learning will occur in a environment where mobility is encouraged while in tradicional e-learning learners do not have such a freedom to move in space. The learning environment is also different, in tradicional e-learning you can use computers while in m-learning people usually use tablets, celphones, and small laptops. This completely chance the type of activity and learning objects you can use and therefore it also affect how the group should be formed. There are many other parameters that need to be considered as some people have already pointed out such as roles, learning goals, instructional preferences, students' preferences, available materials, types of activities, etc ... My research group is also working on similiar topics (group formation in a different contexts and environments), so If you are thinking of supporting group formation on m-learning I would recommed to do a systematic mapping to check which characteristics have been used by the community to form groups as a starting point. If you need help just let me know. I will be glad to help you.
Best,
Seiji
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The challenges for us as (educational) scientists are much bigger than questions about whether mobile technology helps us to learn. Rather, many different organisations, countries and scientists are asking: What are the learning skills schools and other educational institutions should be promoting in order to prepare people for the 21st century learning society?
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At a very simple, nuts-and-bolts level mobile learning has made it possible to conduct group projects involving fieldwork elements, analysis etc even when it has not been possible to timetable a common meeting time for the group (most of my third year students are in paid employment as well as being fulltime students). Subgroups have visited sites, photographed, shared photos, asked questions and discussed issues via texting while still at location and in a position to modify method/ data collected etc. They have subdivided analysis and write-up sections of the project (often working in in-the-flesh smaller subgroups), then shared the outcomes, perhaps only ever all meeting together for a final assembly and review of the submission. They consult me when needed vis email or emessage board. Such approaches have actually reduced the incidence of complaints about uneven contributions to the project which used to arise from people failig to turn up to scheduled group meetings. The quality of the project submissions has shown no sign of deterioration.
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E-learning is yet to be adopted as a mode of delivering instruction in Ghana. Most students and teachers in all levels of education in Ghana are yet to know and use any e-learning platform to deliver lessons. This question is therefore meant to solicit views on which e-learning platforms will be good for such a beginner country. It is also meant to collect views on which facilitating method: student led or instructor led best ensures learning.
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The answer depends on context, students, content to be learned, etc. By default, for begginners, Moodle could be a good start. And student led approach should best ensure learning; at least currenly it is the leading trend...
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Can mobile learning be used to overcome the challenges most developing countries face when it comes to lack of resources in schools?
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On the other hand, mobile learning is more than often unhealthy glorified and portrayed as the ultimate cure for educational systems. I am afraid that without a balanced view on mobile learning, developing countries might invest to much time, money, and energy into less fruitful trajectories.
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A programmer wants to write an application for Android platform. Which IDE is best for this purpose? Why?
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IntelliJ IDEA is a good alternative to Eclipse. It is faster, and a little more intuitive in my opinion.
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We are increasingly turning towards mobile learning. Is there a place for virtual worlds in this milieu?
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If you were out in the field, you could practice a procedure virtually at the site before tackling it in the real world. I'm thinking about a procedure on a production animal or something of that nature. Or you could manoeuvre a model before tackling a task. Would that be useful?
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When a student engages with a high quality learning resource using a touchscreen device, going to a website becomes an administrative task. A quality learning object for touchscreen is able to conduct tests, connect with forums and relay student activity and analytics to 'admin'. Why would a student visit a website based LMS when the mobile device has the learning material in its own memory and can connect as required with the appearance of being part of a seamless flow of teaching and learning.
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While Learning Management Systems have undergone a number of transformations since they were first introduced in the mid 1990s, & at times have been poised to disappear, they still seem to occupy an important role within our formal educational institutions. Moreover, t those who hold positions of power still think they are important! Whether this position will diminish or not only time will tell. It's possible that a new generation of LMS might have more sophisticated capabilities. But it's also likely that there will be a range of factors contributing to their demise. So, I'm not so sure that touchscreen technologies per se will be the root cause of any demise -- even though your questions are very relevant..
Key drivers of change in digital learning (from a technology perspective) are mobile / handheld technologies that are providing users with a much more intimate & accessible interface (NUI - the Natural User Interface) as opposed to the desktop & laptop interface (WIMP - Windows, Icon, Mouse, Pointer).
But there are other drivers of change that challenge the "walled garden" approach to teaching that puts a premium on selected content. A big driver of chage is the "open agenda" (open access, open scholarship, open educational resources, etc). So, there is a tension between digital technology systems that promote openness & those that promote contained or privileged entry. Actually, there's room for both in an evolving ecosystem of technologies in which we routinely might access many different devices while learning (mobile, desktop, big screen, etc).
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We are trying to establish what existing research has been on the conceptual and theoretical frameworks for understanding the dynamics of mobile learning
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Michael, there's quite a useful forthcoming publication:
Zane Berg & Lin Muilenburg (Eds) (2013). Handbook of Mobile Learning. Routledge
In another publication that will also be published in May I have written a chapter on Mobile Education:
Peter Bruck & Madanmohan Rao (Eds) (2013). Global Mobile: Applications and Innovations for the Worldwide Mobile Ecosystem
Within the standards development world, SC36 have produced a couple of Technical Reports in recent years on Nomadicity & Mobile Learning:
ISO/IEC TS 29140-1:2011
Information technology for learning, education and training -- Nomadicity and mobile technologies -- Part 1: Nomadicity reference model
ISO/IEC TS 29140-2:2011
Information technology for learning, education and training -- Nomadicity and mobile technologies -- Part 2: Learner information model for mobile learning
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MOOC are hype. However there are various challenges that need to be addressed.
1. Do we really want MOOC's to replace anything?
MOOC's are a great way to provide a broader audience with higher education. However one should be very careful replacing interactive teaching by anonymous online tutorials. Personally I consider MOOC only valuable for distributing education to people that otherwise would not be able to attend higher education. (There are some exceptions to this but to pinpoint my point of view I will stick to this hopefully provoking thesis). I will argument from this point of view for the following bullet points.
2. Which fields can benefit from MOOC?
Though MOOC’s are a good way to teach basic classes in fields such as computer science, history, political sciences, etc. They might not be as valuable for other forms of teaching and scientific domains. What are the main restrictions of MOOC? What can be done with them and what not?
3. How to address unwanted behavior?
Cheating in classes is as old as teaching. Cheating online lecturing systems however seem to be easier than to cheat in an offline class. Some possible strategies are:
Plagiarism: Copying work from outside sources without correct citation.
Ghost writing: Letting someone else doing the job for the student.
Scripting: Even scripts can be made on current platforms to do the work.
Twining: Having two accounts one account for having a peek at the test and a second to get good grades with.
And many more ways to cheat (Just remember your own school days).
4. How to allow for making a whole degree online?
Stating that MOOC’s are flawed at the same time arguing for online degrees may seem to be contradictory. However if we are serious about open education for everyone through MOOC’s we should make sure they have a chance to prove their skills to potential employees. Answering the previous questions we might be able to think about this final step as well.
Please do not get me wrong here as a Teacher I am not in favor to trade my vis-à-vis classes for MOOC’s. However, giving people a chance to attend higher education that never had a chance too is worth the effort.
I am interested in your thoughts, so what do you think?
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The one thing that's often left out of the conversation on MOOCs is the range of skills necessary to actually make any kind of progress through them. I'm concerned that effective participation in a MOOC requires such a high level of digital and information literacy that many people will struggle to even engage with the process. Participants need to find, filter, aggregate, summarise, synthesise and share sometimes quite technical information on a subject that they're unfamiliar with.
The argument is often made that MOOCs will be useful for people who don't have access to formal higher education. However, I would suggest that the people who don't have access to formal higher education are also the people most likely to lack the necessary technological skills to engage effectively in the course. Are we setting up a learning environment that further disadvantages the people who are most often touted as being able to benefit from the approach? Note that I have no data to support this idea, it's just a thought.
I'm not suggesting that MOOCs have no place in teaching and learning. On the contrary, I believe that they represent a major step towards exploring the potential for technology to assist in scaling up teaching and learning relationships. If we want to seriously consider the concept of "education for all", I think that MOOCs (or something very much like them) will have a central role to play. However, I do think we need to be cautious about advocating for MOOCs without taking a critical view.