Combining e-learning and m-learning new applications of blended educational resources
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Information Science Reference
2011
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| 020 | |a 9781609604813 |c hardcover |9 978-1-60960-481-3 | ||
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| 245 | 1 | 0 | |a Combining e-learning and m-learning |b new applications of blended educational resources |c David Parsons [ed.] |
| 264 | 1 | |a Hershey, PA |b Information Science Reference |c 2011 | |
| 300 | |a XXVIII, 369 S. |b graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 490 | 0 | |a Premier reference source | |
| 500 | |a "This book reviews new systems and frameworks for the application of mobile technologies in educational contexts, providing insight on ethical and cross-cultural considerations of mobile learning, as well as different teaching and learning styles"--Provided by publisher. | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Mobile communication systems in education | |
| 650 | 4 | |a Blended learning | |
| 650 | 0 | 7 | |a Integriertes Lernen |0 (DE-588)1044874414 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a E-Learning |0 (DE-588)4727098-6 |2 gnd |9 rswk-swf |
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| 689 | 0 | 1 | |a Integriertes Lernen |0 (DE-588)1044874414 |D s |
| 689 | 0 | |5 DE-604 | |
| 700 | 1 | |a Parsons, David |d 1959- |e Sonstige |0 (DE-588)1021110574 |4 oth | |
| 776 | 0 | 8 | |i Erscheint auch als |n Online-Ausgabe |z 978-1-60960-482-0 |
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| 943 | 1 | |a oai:aleph.bib-bvb.de:BVB01-022623264 | |
Datensatz im Suchindex
| _version_ | 1820160189103341568 |
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| adam_text |
IMAGE 1
TABLE OF CONTENTS
PREFACE XV
SEETION 1
FOUNDATIONS OF THE KNOWLEDGE BASE
CHAPTER 1 WILDFIRE ACTIVITIES: NEW PATTERNS OFMOBILITY AND LEARNING I
YRJ ENGESTRM, UNIVERSITY 0/ HELSINKI, FINLAND
CHAPTER 2 LEARNING IN A MOBILE AGE, A MORE AND MORE MOBILE AGE 15
JOHN TRAXLER, UNIVERSITY 0/ WOLVERHAMPTON, UK
CHAPTER 3 M-LEARNING GENERATIONS AND INTERVIEW STUDY RESULTS OF A MOBILE
CONTEXT-AWARE LEARNING SCHEDULE FRAMEWORK 28
JANE YIN-KIM YAU, UNIVERSITY 0/ WARWICK, UK MIKE JOY, UNIVERSITY 0/
WARWICK, UK
CHAPTER 4 A MODEL OFCOLLABORATIVE LEARNING SCRIPTS INSTANTIATED WITH
MOBILE TECHNOLOGIES 56 PIERRE DILLENBOURG, ECOLE POLYTECHNIQUE FEDERALE
DE LAUSANNE, SWITZERLAND ZENO CRIVELLI, ECOLE POLYTECHNIQUE FEDERALE DE
LAUSANNE, SWITZERLAND
CHAPTER 5 ADAPTIVE AND ACTIVITY-ORIENTED PERVASIVE LEARNING SYSTEMS AT
WORKPLACE BASED ON SERVICE ORIENTED ARCHITECTURE 69
CUONG PHAM-NGUYEN, TELECOM-BRETAGNE, FRANCE SERGE GARLATTI,
TELECOM-BRETAGNE, FRANCE B.-Y.-SIMON LAU, MULTIMEDIA UNIVERSITY,
MALAYSIA BENJAMIN BARBRY, UNIVERSITY 0/ SCIENCES AND TECHNOLOGIES 0/
LILLE, FRANCE
THOMAS VANTROYS, UNIVERSITY 0/ SCIENCES AND TECHNOLOGIES 0/ LILLE,
FRANCE
IMAGE 2
CHAPTER 6
DESIGNING PARTICIPANT-GENERATED CONTEXT INTO GUIDED TOURS 92
JULIET SPRAKE, UNIVERSITY 0/ LONDON, UK
SEETION 2
CONSTRUCTION AND THE ITERATIVE CYDE
CHAPTER 7 SUPPORTING AWARENESS IN UBIQUITOUS LEARNING 108
HIROAKI OGATA, UNIVERSITY O/TOKUSHIMA, JAPAN
CHAPTER 8 "PREMIERLEYTNANT BIELKE": A MOBILE GAME FOR TEACHING AND
LEAMING HISTORY 117
JO DUGSTAD WAKE, UNIVERSITY 0/ BERGEN, NORWAY RUNE BAGGETUN, UNIVERSITY
0/ BERGEN, NORWAY
CHAPTER 9 AFFECTIVE TUTORING SYSTEM FOR BETTER LEAMING 134
ABDOLHOSSEIN SARRAFZADEH, MASSEY UNIVERSITY, NEW ZEALAND SAMUEL T.
V.ALEXANDER, MASSEY UNIVERSITY, NEW ZEALAND JAMSHID SHANBEHZADEH,
TARBIAT MOALEM UNIVERSITY, IRAN
CHAPTER 10 THE GENESIS AND DEVELOPMENT OFMOBILE LEAMING IN EUROPE 151
AGNES KUKULSKA-HULME, THE OPEN UNIVERSITY, UK MIKE SHARPLES, UNIVERSITY
0/ NOTTINGHAM, UK MARCELO MI/RAD, LINNAEUS UNIVERSITY, SWEDEN INMACULADA
ARNEDILLO-SANCHEZ, TRINITY COLLEGE DUBLIN, IRELAND
GIASEMI VAVOULA, UNIVERSITY 0/ LEICESTER, UK
SEETION 3
EVALUATION AND ETHICS
CHAPTER 11 MEETING THE CHALLENGES IN EVALUATING MOBILE LEAMING: A
3-LEVEL EVALUATION FRAMEWORK 178 GIASEMI VAVOULA, UNIVERSITY 0/
LEICESTER, UK MIKE SHARPLES, UNIVERSITY 0/ NOTTINGHAM, UK
CHAPTER 12 A DESIGN OF COLLABORATIVE LEAMING SYSTEM BASED ON PDA FOR
IMPROVING PERFORMANCE OF REAL-TIME LEAMING 195
CHENG-LI LIU, VANUNG UNIVERSITY, TAIWAN KUO-WEI SU, NATIONAL KAOHSIUNG
FIRST UNIVERSITY O/SCIENCE AND TECHNOLOGY, TAIWAN
IMAGE 3
CHAPTER 13
EXPLORING THE EFFECTS OFWEB-ENABLED SELF-REGULATED LEARNING AND ONLINE
CLASS FREQUENCY ON STUDENTS' COMPUTING SKILLS IN BLENDED LEARNING
COURSES 212
PEI-DI SHEN, MING CHUAN UNIVERSITY, CHINA CHIA- WEN TSAI, MING CHUAN
UNIVERSITY, CHINA
CHAPTER 14 BLENDING PROFESSIONAL DEVELOPMENT FOR RURAL EDUCATORS: AN
EXPLORATORY STUDY 225
ANDREW KITEHENHAM, UNIVERSITY OF NORTHERN BRITISH COLUMBIA, CANADA
CHAPTER 15 ETHICAL CONSIDERATIONS IN IMPLEMENTING MOBILE LEARNING IN THE
WORKPLACE 239
LOEELYN WISHART, UNIVERSITY OF BRISTOL, UK
SEETION 4
APPLICATION IN THE ENVIRONMENT
CHAPTER 16 IPOD TECHNOLOGIES: ADVANCING DANCE AND DIGITAL PERFORMANCE
252
DENNIE WILSON, UNIVERSITY OF WOLVERHAMPTON, UK BEN ANDREWS, UNIVERSITY
OF WOLVERHAMPTON, UK CRISPIN DALE, UNIVERSITY OFWOLVERHAMPTON, UK
CHAPTER 17 M-LEARNING AND Y GENERATION: THE REALITY BEHIND THE MYTH 266
MELANIE CIUSSI, SKEMA BUSINESS SCHOOL, FRANEE GILL ROSNER, SKEMA
BUSINESS SEHOOL, FRANEE MARE AUGIER, SKEMA BUSINESS SCHOOL, FRANEE
GABRIELE SUDER, SKEMA BUSINESS SEHOOL, FRANEE
CHAPTER 18 TRANSFORMING PEDAGOGY USING MOBILE WEB 2.0: 2006 TO 2009 281
THOMAS COEHRANE, UNITEE, NEW ZEALAND ROGER BATEMAN, UNITEE, NEW ZEALAND
CHAPTER 19 IMPROVING CROSS-CULTURAL AWARENESS AND COMMUNICATION THROUGH
MOBILE TECHNOLOGIES 308 ADELE BOTHA, MERAKA INSTITUTE, SOUTH AFRIEA
STEVE VOSLOO, STANFORD UNIVERSITY, USA
LOHN KUNER, STANFORD UNIVERSITY, USA MADELEIN VAN DEN BERG, MERAKA
INSTITUTE, SOUTH AFRIEA
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COMPILATION OF REFERENCES 319
ABOUT THE CONTRIBUTORS 355
INDEX 363
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DETAILED TABLE OF CONTENTS
PREFACE XV
SEETION 1
FOUNDATIONS OF THE KNOWLEDGE BASE
CHAPTER 1 WILDFIRE ACTIVITIES: NEW PATTERNS OF MOBILITY AND LEARNING 1
YRJ ENGESTRM, UNIVERSITY 0/ HE/SINKI, FIN/AND
THIS PAPER ARGUES FOR A HISTORICAL PERSPECTIVE ON MOBILITY AND 1EARNING.
IN SOCIAL PRODUCTION OR PEER PRODUCTION, MOBILITY TAKES THE SHAPE OF
EXPANSIVE SWARMING AND MULTIDIRECTIONAL PULSATION, WITH EMPHASIS ON
SIDEWAYS TRANSITIONS AND BOUNDARY-CROSSING. I WILL INTRODUCE THE NOTION
OFWILDFIRE ACTIVITIES TO POINT OUT THAT ACTIVITIES SUCH AS FOR EXAMPLE
BIRDING, SKATEBOARDING, AND DISASTER RELIEF OF THE RED CROSS HAVE
IMPORTANT CHARACTERISTICS SIMILAR TO THOSE OF PEER PRODUCTION BUT
PREDATE INTERNET AND TAKE PLACE MAINLY OUTSIDE THE SPHERE OF DIGITAL
VIRTUALITY. I WILL DISCUSS AND USE THESE THREE EXAMPLES THROUGHOUT THE
PAPER.
FEW STUDIES HAVE BEEN PUBLISHED ON THESE THREE ACTIVITIES, EVEN THOUGH
EACH ONE OFTHEM REPRESENTS A RICH OPPORTUNITY FOR GAINING INSIGHT INTO
THE FUTURE OF MOBILITY AND LEARNING (EXISTING STUDIES INC1UDE LAW &
LYNCH, 1988 ON BIRDING; BEAL, 1995, BORDEN, 2001, AND BCKSTRM, 2005 ON
SKATEBOARDING; MAJCHRZAC, JARVENPAA & HOLLINGSHEAD, 2007, AND PALEN,
HILTZ & LIU, 2007 ON DISASTER RELIEF).
CHAPTER 2 LEARNING IN A MOBILE AGE, A MORE AND MORE MOBILE AGE 15
JOHN TRAX/ER, UNIVERSITY 0/ WO/VERHAMPTON, UK
THE LAUNCH OF THE INTERNATIONAL JOURNAL OF MOBILE AND BLENDED LEARNING
IS ONE OF SEVERAL INDICATORS THAT MOBILE LEARNING GLOBALLY IS REACHING A
CRITICAL AND SUSTAINABLE MOMENTUM AND IDENTITY. THE PAST NINE OR TEN
YEARS HAVE SEEN A HOST OF PILOTS AND INITIATIVES ACROSS SECTORS AND
ACROSS COUNTRIES AND THESE HAVE ESTABLISHED FIRSTLY THAT MOBILE LEARNING
TAKES LEAMING TO INDIVIDUALS, COMMUNITIES AND COUNTRIES WHERE ACCESS TO
LEARNING WAS CHALLENGING OR PROBLEMATIC AND SECONDLY THAT MOBILE
LEARNING ENHANCES,
ENRICHES AND EXTENDS HOW LEARNING IS UNDERSTOOD. ENVIRONMENTAL FACTORS
HAVE MEANT THAT THIS DEVELOPMENT HAS BEEN HAPHAZARD. THE MOBILE LEARNING
COMMUNITY IS NOW FACED WITH BROADER CHALLENGES OF SCA1E, DURABILITY,
EQUITY, EMBEDDING AND BLENDING IN ADDITION TO THE EARLIER AND MORE
SPECIFIC CHALLENGES OF PEDAGOGY AND TECHNOLOGY, BUT THESE DEVELOPMENTS
TAKE PLACE IN THE CONTEXT OF SOCIETIES WHERE MOBILE
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DEVICES, SYSTEMS AND TECHNOLOGIES HAVE A FAR WIDER IMPACT THAN JUST
MOBILE LEAMING AS IT IS CURRENTLY
CONCEIVED. THIS PAPER LOOKS AT THE DEFINITION AND EVOLUTION OF MOBILE
LEAMING AS THE STARTING POINT FOR A DISCUSSION OF THIS WIDER IMPACT.
CHAPTER 3 M-LEAMING GENERATIONS AND INTERVIEW STUDY RESULTS OF A MOBILE
CONTEXT-AWARE LEAMING SCHEDULE FRAMEWORK 28
JANE YIN-KIM YAU, UNIVERSITY 0/ WARWICK, UK MIKE JOY, UNIVERSITY
O/WARWICK, UK
MOBILE LEAMING APPLICATIONS CAN BE CATEGORIZED INTO FOUR GENERATIONS -
'NON-ADAPTIVE', 'LEAMING-PREFERENCES'-BASED ADAPTIVE,
'LEAMING-CONTEXTS'-BASED ADAPTIVE AND 'LEAMING-CONTEXTS'-AWARE ADAPTIVE.
THE RESEARCH ON OUR MOBILE CONTEXT-AWARE AND ADAPTIVE LEAMING SCHEDULE
FRAMEWORK IS MOTIVATED BY SOME OF THE CHALLENGES WITHIN THE
CONTEXT-AWARE MOBILE LEAMING FIELD. THESE INDUDE BEING ABLE TO CREATE
AND ENHANCE STUDENTS' LEAMING OPPORTUNITIES IN DIFFERENT LOCATIONS BY
CONSIDERING DIFFERENT LEAMING CONTEXTS AND USING THESE AS THE BASIS FOR
SELECTING APPROPRIATE LEAMING MATERIALS FOR STUDENTS. WE
HAVE ADOPTED A PEDAGOGICAL APPROACH FOR EVALUATING THIS FRAMEWORK - AN
EXPLORATORY INTERVIEW STUDY WITH POTENTIAL USERS CONSISTING OF 37
UNIVERSITY STUDENTS. WE TARGETED PRIMARILY UNDERGRADUATE COMPUTING
STUDENTS, AS WELL AS STUDENTS WITHIN OTHER DEPARTMENTS AND POSTGRADUATE
STUDENTS, SO THAT A DEEP ANALYSIS OF A WIDER VARIETY OF USERS' THOUGHTS
REGARDING THE FRAMEWORK CAN BE GAINED. THE OBSERVED
INTERVIEW FEEDBACK GIVES US INSIGHTS INTO THE USE OF A PEDAGOGICAL
M-IEAMING SUGGESTION FRAMEWORK DEPLOYING A LEAMING SCHEDULE SUBJECT TO
THE FIVE PROPOSED LEAMING CONTEXTS. OUR DATA ANALYSIS IS DESCRIBED AND
INTERPRETED LEADING TO A PERSONALIZED SUGGESTION MECHANISM FOR EACH
LEAMER AND EACH SCENARIO, AND A PROPOSED MODEL FOR DESCRIBING MOBILE
LEAMING PREFERENCES DIMENSIONS.
CHAPTER 4 A MODEL OFCOLLABORATIVE LEAMING SCRIPTS INSTANTIATED WITH
MOBILE TECHNOLOGIES 56 PIERRE DILLENBOURG, ECOLE POLYTECHNIQUE FEDERALE
DE LAUSANNE, SWITZERLAND ZENO CRIVELLI, ECOLE POLYTECHNIQUE FEDERALE DE
LAUSANNE, SWITZERLAND
SCRIPTS ARE PEDAGOGICAL METHODS FOR TRIGGERING PRODUCTIVE INTERACTIONS
DURING COMPUTER-SUPPORTED COLLABORATIVE LEAMING. SWISH IS A PEDAGOGICAL
DESIGN MODEL FOR CONSTRUCTING SCRIPTS: IT ARTICULATES THE NATURE OF
EXPECTED INTERACTIONS TO THE NATURE OFTASK DIVISION ENFORCED BY THE
SCRIPT. THIS MODEL IS APPLIED TO MOBILE LEAMING: DIFFERENT TASK
DIVISIONS ARE SUPPORTED BY A DISTRIBUTED SIMULATION ENVIRONMENT, IN
WHICH THE DIENT RUNS ON MOBILE PHONES OR PDAS. THIS CONTRIBUTION MAPS
THE COMPUTATIONAL ARCHITECTURE OFTHE LEAMING ENVIRONMENT TO A MODEL OF
COLLABORATIVE LEAMING.
CHAPTER 5 ADAPTIVE AND ACTIVITY-ORIENTED PERVASIVE LEAMING SYSTEMS AT
WORKPLACE BASED ON SERVICE ORIENTED ARCHITECTURE 69
CUONG PHAM-NGUYEN, TELECOM-BRETAGNE, FRANCE SERGE GARLALTI,
TELECOM-BRETAGNE, FRANCE B.-Y.-SIMON LAU, MULTIMEDIA UNIVERSITY,
MALAYSIA BENJAMIN BARBRY, UNIVERSITY 0/ SCIENCES AND TECHNOLOGIES 0/
LILLE, FRANCE
THOMAS VANTROYS, UNIVERSITY 0/ SCIENCES AND TECHNOLOGIES 0/ LILLE,
FRANCE
IMAGE 7
IN THIS CHAPTER, OUR MAIN WORK IS TO PROPOSE A DEVELOPMENT PROCESS OF
PERVASIVE WORK-BASED LEAM-
ING SYSTEMS FROM DESIGN TO EXECUTION BASED ON AN ACTIVITY-ORIENTED
APPROACH. WE FOCUS ESPECIALLY ON PERVASIVE TEL (TECHNOLOGY-ENHANCED
LEAMING) SYSTEMS IN LEAMING SITUATIONS AT THE WORKPLACE. WE INTRODUCE A
CONTEXT-AWARE SCENARIO MODEL OF CORPORATE LEAMING AND WORKING ACTIVITIES
IN E-RETAIL ENVIRONMENTS SUCH AS SHOPS AND HYPERMARKETS. THIS MODEL
INTEGRATES CONTEXTUAL INFORMATION INTO SCENARIOS
AND SELECT HOW TO PERFORM ACTIVITIES ACCORDING TO THE CURRENT SITUATION.
IN ORDER TO EXECUTE OUR SCENARIO, WE OUTLINE THE SEMANTIC DESCRIPTION OF
LEAMING COMPONENTS (RESOURCES, SERVICES AND ACTIVITIES) TO ENABLE THEIR
SELECTION TO ACHIEVE THE GOALS SPECIFIED FOR LEAMING AND WORKING
ACTIVITIES. THUS, AN ADAPTIVE MECHANISM ENABLES THE SELECTION OFTHE
RELEVANT LEAMING COMPONENTS FOR THE CURRENT SITUATION. THIS CAN
BE SOLVED THANKS TO A SERVICE ORIENTED ARCHITECTURE THAT CONSISTS OF AN
INFRASTRUCTURE FOR SERVICE MANAGEMENT AND EXECUTION IN E-RETAIL
ENVIRONMENTS.
CHAPTER 6 DESIGNING PARTICIPANT-GENERATED CONTEXT INTO GUIDED TOURS 92
JULIET SPRAKE, UNIVERSITY 0/ LONDON, UK
THIS ARTICLE PRESENTS AN INTERDISCIPLINARY FRAMEWORK FOR DESIGNING
PARTICIPANT-GENERATED CONTEXT INTO GUIDED TOURS. THE FRAMEWORK HAS BEEN
DEVELOPED IN PARALLEL TO PRACTICE-LED RESEARCH IN THE DESIGN OF MOBILE
LEAMING TOURS WITH YOUNG PEOPLE BASED IN LONDON. THE ARTICLE DRAWS ON
ART, ARCHITECTURE AND URBANISM TO OUTLINE PRODUCTIVE CONCEPTS, 'SEEDING'
AND 'THREADING', WHICH SUPPORT MOBILIZED LEAMING
IN TOURS OF THE BUILT ENVIRONMENT. IN THIS, CONTEXT IS EXPLORED AS AN
ACTIVE AND DYNAMIC IDEA IN DEVELOPING ATTRIBUTES OFTHE MOBILIZED LEAMER
IN THE DESIGN OFTOURS AROUND BUILDINGS AND THE BUILT ENVIRONMENT.
SEETION 2
CONSTRUCTION AND THE ITERATIVE CYCLE
CHAPTER 7 SUPPORTING AWARENESS IN UBIQUITOUS LEAMING 108
HIROAKI OGATA, UNIVERSITY O/TOKUSHIMA, JAPAN
THIS ARTICLE FOCUSES ON AWARENESS IN COMPUTER SUPPORTED UBIQUITOUS
LEAMING ENVIRONMENTS. IN UBIQUITOUS LEAMING, AWARENESS IS A KEY PROCESS
IN INDIVIDUAL AND/OR COLLABORATIVE LEAMING. AWARENESS IS STRUCTURED INTO
SOCIAL, TASK, CONCEPT, WORKSPACE, KNOWLEDGE, AND CONTEXT. THIS ARTICLE
INTRODUCES FOUR SYSTEMS FOR SUPPORTING VARIOUS KINDS OF AWARENESS AND
CONCLUDES WITH SOME DISCUSSION AND PROPOSALS
FOR FUTURE WORK.
CHAPTER 8 "PREMIER1EYTNANT BIELKE": A MOBILE GAME FOR TEACHING AND
LEAMING HISTORY 117
JO DUGSTAD WAKE, UNIVERSITY 0/ BERGEN, NORWAY RUNE BAGGETUN, UNIVERSITY
0/ BERGEN, NORWAY
DEVELOPMENTS IN MOBILE PHONE TECHNOLOGY, TOGETHER WITH AN INCREASED
RESEARCH INTEREST IN UTILIZING COMPUTER GAMES TO FACILITATE TEACHING AND
LEAMING, ARE AN IMPORTANT CATALYST FOR THE EMERGENCE OF
IMAGE 8
THE AREA OF MOBILE, LOCATION-BASED COMPUTER GAMES IN SCHOOLS. THIS
ARTICLE DESCRIBES BOTH THE DESIGN
PROCESS AND AN EVALUATION OF PREMIERLBYTNANT BIELKE, A MOBILE,
LOCATION-BASED GAME FOR TEACHING AND LEAMING HISTORY USING MOBILE
PHONES. WE ARGUE THAT BY USING THE SURROUNDINGS AND MILIEU THAT ARE
LOCAL TO THE STUDENTS IN A PLAYFUL CONTEXT, WE CAN SUPPORT THE
CONSTRUCTION OF MEANING RELATED TO THE SUBJECT OF HISTORY IN A WAY THAT
IS BOTH ENGAGING AND WORTHWHILE.
CHAPTER 9 AFFECTIVE TUTORING SYSTEM FOR BETTER LEAMING 134
ABDOLHOSSEIN SARRAFZADEH, MASSEY UNIVERSITY, NEW ZEALAND SAMUEL
ALEXANDER, MASSEY UNIVERSITY, NEW ZEALAND JAMSHID SHANBEHZADEH, TARBIAT
MOALEM UNIVERSITY, IRAN
INTELLIGENT TUTORING SYSTEMS (ITS) PROVIDE INDIVIDUALISED INSTRUCTION.
THEY OFFER MANY ADVANTAGES OVER THE TRADITIONAL CLASSROOM SCENARIO: THEY
ARE ALWAYS AVAILABLE, NON-JUDGEMENTAL AND PROVIDE TAILORED FEEDBACK
RESULTING IN INCREASED AND EFFECTIVE LEAMING. HOWEVER, THEY ARE STILL
NOT AS EFFECTIVE AS ONEON-ONE HUMAN TUTORING. THE NEXT GENERATION OF
INTELLIGENT TUTORS ARE EXPECTED TO BE ABLE TO TAKE INTO
ACCOUNT THE COGNITIVE AND EMOTIONAL STATE OF STUDENTS. THIS PAPER
PRESENTS RESEARCH LEADING TO THE DEVELOPMENT OF AN AFFECTIVE TUTORING
SYSTEM (ATS) IN THE DOMAIN OF PRIMARY SCHOOL MATHEMATICS. THE SYSTEM
ADAPTS TO STUDENTS VIA A LIFELIKE ANIMATED AGENT CALLED EVE, WHO IS ABLE
TO DETECT STUDENT EMOTION THROUGH FACIAL EXPRESSION ANALYSIS, AND CAN
DISPLAY EMOTION HERSELF. EVE'S TUTORING ADAPTATIONS ARE GUIDED BY A
CASE-BASED METHOD FOR ADAPTING TO STUDENT STATES; THIS METHOD USES DATA
THAT WAS GENERATED
BY AN OBSERVATIONAL STUDY OF HUMAN TUTORS. THIS PAPER PRESENTS AN
ANALYSIS OF FACIAL EXPRESSIONS OF STUDENTS ENGAGED IN LEAMING WITH HUMAN
TUTORS AND HOW A FACIAL EXPRESSION RECOGNITION SYSTEM, A LIFE LIKE AGENT
AND A CASE BASED SYSTEM BASED ON THIS ANALYSIS HAVE BEEN INTEGRATED TO
DEVELOP AN ATS FOR
MATHEMATICS. WHILST CURRENT IMPLEMENTATIONS RELY ON POWERFUL DESKTOP
SYSTEMS, THERE IS CLEARLY THE FUTURE POTENTIAL FOR BLENDED APPROACHES TO
LEAMING, INTEGRATING TECHNOLOGY SUPPORTED HORNE TUTORING TO SUPPORT LIVE
CLASSROOM INTERACTION, AND, ULTIMATELY, MOBILE CLIENT APPLICATIONS.
CHAPTER 10 THE GENESIS AND DEVELOPMENT OFMOBILE LEAMING IN EUROPE 151
AGNES KUKULSKA-HULME, THE OPEN UNIVERSITY, UK MIKE SHARPLES, UNIVERSITY
0/ NOTTINGHAM, UK MARCELO MI/RAD, LINNAEUS UNIVERSITY, SWEDEN INMACULADA
ARNEDILLO-SIMCHEZ, TRINITY COLLEGE DUBLIN, IRELAND
GIASEMI VAVOULA, UNIVERSITY 0/ LEICESTER, UK
IN THE PAST TWO DECADES, EUROPEAN RESEARCHERS HAVE CONDUCTED MANY
SIGNIFICANT MOBILE LEAMING PROJECTS. THE CHAPTER EXPLORES HOW THESE
PROJECTS HAVE ARISEN AND WHAT EACH ONE HAS CONTRIBUTED, SO AS TO SHOW
THE DRIVING FORCES AND OUTCOMES OF EUROPEAN INNOVATION IN MOBILE
LEAMING. WE IDENTIFY CONTEXT AS A CENTRAL CONSTRUCT IN EUROPEAN
RESEARCHERS' CONCEPTUALIZATIONS OF MOBILE LEAMING AND EXAMINE THEORIES
OF LEAMING FOR THE MOBILE WORLD, BASED ON PHYSICAL, TECHNOLOGIEAL,
CONCEPTUAL, SOCIAL AND TEMPORAL
MOBILITY. WE ALSO EXAMINE THE IMPACTS OF MOBILE LEAMING RESEARCH ON
EDUCATIONAL PRACTICES AND THE IMPLICATIONS FOR POLICY. FINALLY, WE
SUGGEST FUTURE CHALLENGES FOR RESEARCHERS, DEVELOPERS AND POLICY MAKERS
IN SHAPING THE FUTURE OF MOBILE LEAMING.
IMAGE 9
SEETION 3
EVALUATION AND ETHICS
CHAPTER 11 MEETING THE CHALLENGES IN EVALUATING MOBILE LEAMING: A
3-LEVEL EVALUATION FRAMEWORK 178 GIASEMI VAVOULA, UNIVERSITY OF
LEICESTER, UK MIKE SHARPLES, UNIVERSITY OF NOTTINGHAM, UK
WE PROPOSE SIX CHALLENGES IN EVALUATING MOBILE LEAMING: CAPTURING AND
ANALYSING LEAMING IN CONTEXT AND ACROSS CONTEXTS, MEASURING MOBILE
LEAMING PROCESSES AND OUTCOMES, RESPECTING LEAMER/PARTICIPANT PRIVACY,
ASSESSING MOBILE TECHNOLOGY UTILITY AND USABILITY, CONSIDERING THE WIDER
ORGANISATIONAL AND SOCIO-CULTURAL CONTEXT OF LEAMING, AND ASSESSING
IN/FORMALITY. A THREE-LEVEL FRAMEWORK FOR EVALUATING
MOBILE LEAMING IS PROPOSED, COMPRISING A MICRO LEVEL CONCEMED WITH
USABILITY, A MESO LEVEL CONCEMED WITH THE LEAMING EXPERIENCE, AND A
MACRO LEVEL CONCEMED WITH INTEGRATION WITHIN EXISTING EDUCATIONAL AND
ORGANISATIONAL CONTEXTS. THE PAPER CONCLUDES WITH A DISCUSSION OF HOW
THE FRAMEWORK MEETS THE EVALUATION CHALLENGES AND WITH SUGGESTIONS FOR
FURTHER EXTENSIONS.
CHAPTER 12 A DESIGN OF COLLABORATIVE LEAMING SYSTEM BASED ON PDA FOR
IMPROVING PERFORMANCE OF REAL-TIME LEAMING 195
CHENG-LI LIU, VANUNG UNIVERSITY, TAIWAN KUO-WEI SU, NATIONAL KAOHSIUNG
FIRST UNIVERSITY OFSCIENCE AND TECHNOLOGY, TAIWAN
IN CONVENTIONAL CLASSROOM, WHEN A STUDENT'S PROGRESS IS STYMIED BY THE
LACK OF DIRECT CONTACT WITH HIS OR HER INSTRUCTOR AND PEERS, MOBILE
DEVICES OFFER NEW FORMS OF COMMUNICATION THAT BREAK DOWN THE TRADITIONAL
BAITIERS TO EDUCATION. PERSONAL DIGITAL ASSISTANT (PDA) HAS BEEN A
POPULAR CHOICE - MORE SO THAN CELL PHONE - FOR IMPLEMENTING M-LEAMING IN
THE LAST FEW YEARS. HOWEVER, HOW TO DESIGN A COL-
LABORATIVE LEAMING SYSTEM BASED ON PDA TO CREATE AN APPROPRIATE
INTERFACE FOR CONTENT PRESENTATION ON SMALL SCREEN IN ORDER TO IMPROVE
PERFORMANCE OF LEAMING IS THE MAJOR OBJECTIVE OF THIS STUDY. WE USED
PRINCIPLES OF HUMAN-COMPUTER INTERACTION (HCI) AND UTILIZED TASK
ANALYSIS, LITERATURE REVIEW, EXPERI-
MENTAL DESIGN, SMALL-SCREEN DESIGN TO CONSTRUCT A COLLABORATIVE LEAMING
SYSTEM BASED ON PDA, AND ADDRESSED POTENTIAL ISSUES WITH APPEARANCE IN
ORDER TO DESIGN A FRIENDLY PDA INTERFACE WHOSE PERFORMANCE WAS ANALYZED
WITH A POST-EXPERIMENT USER SATISFACTION QUESTIONNAIRE. THE RESULTS OF
THIS EXPERIMENT SHOW THAT THE PRINCIPLES OF INTERFACE DESIGN BASED ON
HCI USED IN DESIGN OF THE LEAMING SYSTEM WOULD
HELP STUDENTS TO IMPROVE PERFORMANCE OF LEAMING AND BECOME CAPABLE,
SELF-RELIANT, SELF-MOTIVATED AND INDEPENDENT. THE FINDINGS ALSO
DEMONSTRATE THAT VARIATIONS AMONG STUDENTS' PREFERENCE OR CONTENT ARE
ASSOCIATED WITH DIFFERENCES IN THE DISPLAY PRESENTATION MODE IN WHICH
THE LANDSCAPE INTERFACE IS RECOMMENDED FOR USE.
CHAPTER 13 EXPLORING THE EFFECTS OFWEB-ENABLED SELF-REGULATED LEAMING
AND ONLINE CLASS FREQUENCY ON STUDENTS' COMPUTING SKILLS IN BLENDED
LEAMING COURSES 212
PEI-DI SHEN, MING CHUAN UNIVERSITY, CHINA CHIA-WEN TSAI, MING CHUAN
UNIVERSITY, CHINA
IMAGE 10
WEB-BASED COURSES HAVE SHOWN TO BE SUCCESSFUL IN PROVIDING QUALITY
DISTANCE EDUCATION. HOWEVER,
DUE TO ANATIONAL EDUCATION POLICY, PURE ONLINE COURSES ARE NOT PERMITTED
IN TAIWAN. IN ADDITION, THERE EXISTS A LACK OF APPROPRIATE DESIGN AND
ARRANGEMENT OF BLENDED LEARNING COURSES. IN THIS STUDY, THE AUTHORS
CONDUCTED A QUASI-EXPERIMENT TO EXAMINE THE EFFECTS OF APPLYING BLENDED
LEARNING (BL) WITH WEB-ENABLED SELF-REGULATED LEARNING (SRL) TO ENHANCE
STUDENTS' SKILLS OF DEPLOYING DATABASE MANAGE-
MENT SYSTEM (OBMS). FOUR CLASS SECTIONS WITH A TOTAL OF 172 SECOND-YEAR
STUDENTS WERE TAKEN AS FOUR DISTINCT GROUPS. THE RESULTS SHOWED THAT
STUDENTS IN THE GROUP OF SRL AND BL WITH 5 ONLINE CLASSES HAD THE
HIGHEST GRADES FOR USING OBMS AMONG THE FOUR GROUPS. STUDENTS WHO
RECEIVED THE TREATMENTS OF
WEB-ENABLED SRL ALSO OUTPERFORMED A CONTROL GROUP THAT DID NOT HAVE THE
BENEFIT OF INSTRUCTION IN SRL.
THE IMPLICATIONS OF THIS STUDY ARE ALSO DISCUSSED.
CHAPTER 14 BLENDING PROFESSIONAL OEVELOPMENT FOR RURAL EDUCATORS: AN
EXPLORATORY STUDY 225 ANDREW KITCHENHAM, UNIVERSITY 0/ NORTHERN BRITISH
COLUMBIA, CANADA
BLENDED LEARNING IS A PROCESS BY WHICH EDUCATORS USE VARIED WEB-,
PRINT-, AND CLASSROOM-BASED TECHNIQUES TO PRESENT A SPECIFIC SET OF
SKILLS TO A GROUP OF ADULT LEARNERS. IN THIS CHAPTER, THE AUTHOR ARGUES
THAT ROSSETT, OOUGLIS, AND FRAZEE'S (2003) BLENDED LEARNING MODEL IS
SUPERIOR TO OTHERS' AS IT IS BASED ON ADULT-LEARNING PRINCIPLES. IN
MARCH, 2007, THE RESEARCHER AND ONE COLLEAGUE CONDUCTED A SOCIAL SCI-
ENCES AND HUMANITIES RESEARCH COUNCIL (SSHRC) FEDERAL STUDY ON TEACHER
SUPPLY AND DEMAND ISSUES IN NORTHERN CANADA. AS PART OF THE
QUESTIONNAIRE AND INTERVIEW DATA, THE PARTICIPANTS (N = 113) WERE ASKED
TO COMMENT ON PROFESSIONAL DEVELOPMENT MODELS CURRENTLY USED AND MODELS
TO BE CONSIDERED. IN PARTICULAR, COMMENTS ON THE USE OFBLENDED LEARNING
AS A VIABLE METHOD OF E-PROFESSIONAL DEVELOPMENT
MODEL WERE FAVOURABLE. IN FOLLOW UP TO THOSE COMMENTS, THE MAIN
RESEARCHER PROVIDED PROFESSIONAL DEVELOPMENT MODEL EXEMPLARS AND ASKED
THE PARTICIPANTS TO DISCUSS THE ADVANTAGES AND DISADVANTAGES FOR THE
RURAL PROFESSIONALS. THE RESULTS OF THIS STUDY ARE PROMISING AS THE
MAJORITY OF PARTICIPANTS CHOSE BLENDED LEARNING AS THEIR PRIMARY CHOICE
FOR PROFESSIONAL DEVELOPMENT.
CHAPTER 15 ETHICAL CONSIDERATIONS IN IMPLEMENTING MOBILE LEARNING IN THE
WORKPLACE 239
JOCELYN WISHART, UNIVERSITY 0/ BRISTOL, UK
WORKPLACE BASED PERSONAL AND PROFESSIONAL DEVELOPMENT IS ESSENTIAL FOR
STUDENTS IN THE HEALTH, SOCIAL CARE AND TEACHING PROFESSIONS. IN THIS
ERA OF UBIQUITOUS COMPUTING RECORDING AND REFLECTING UPON LEAMING AND
REVIEWING STUDENT PROGRESS IN THE WORKPLACE IS EASILY ENABLED VIA MOBILE
TECHNOLOGIES. YET RESEARCHERS AND STUDENT USERS IN THESE SETTINGS
CONTINUE TO FIND USING PERSONAL, MOBILE TECHNOLOGIES A
CHALLENGE; THOUGH NOW IT IS MUCH LESS A TECHNICAL CHALLENGE THAN ONE
REQUIRING INSTITUTIONAL AND CULTURAL INNOVATION IN PERMISSIONS AND
BEHAVIORS WITHIN THESE SETTINGS. THIS ARTICLE DESCRIBES THE OUTCOMES OF
ARECENT INTERNATIONAL WORKSHOP CONDUCTED WITH EXPERTS IN THE FIELDS OF
MOBILE LEARNING AND EDUCATION ON PRIORITIZING AREAS OF CONCERN AND
ESTABLISHING BEST PRACTICE. IN CONCLUSION IT PRESENTS A FRAMEWORK
FOR CONSIDERATION BY THE MOBILE LEARNING COMMUNITY THAT CAN BE USED TO
HIGHLIGHT OR PRIORITIZE ETHICAL CONSIDERATIONS BEFORE CONDUCTING
RESEARCH INTO THE USE OF MOBILE DEVICES BY STUDENTS IN WORKPLACES AND
SCHOOLS.
IMAGE 11
SEETION 4
APPLICATION IN THE ENVIRONMENT
CHAPTER 16 IPOD TECHNOLOGIES : ADVANCING DANCE AND DIGITAL PERFORMANCE
252
DENNIE WILSON. UNIVERSITY 0/ WOLVERHAMPTON, UK BEN ANDREWS. UNIVERSITY
0/ WOLVERHAMPTON, UK CRISPIN DALE, UNIVERSITY 0/ WOLVERHAMPTON. UK
THE IPOD IS A PERVASIVE TECHNOLOGY THAT HAS HAD AN INFLUENTIAL IMPACT
UPON ENGAGEMENT WITH SOUND AND VISUAL MEDIA. THE EXTENT TO WH ICH THE
IPOD CAN ACT AS A LEAMING AND TEACHING TECHNOLOGY IS STILL AT AN
EMBRYONIC STAGE. THE PAPER REPORTS UPON THE RESEARCH PROJECT ENTITLED
CHOREO:POD WHICH HAS EXPLORED THE STUDENT CREATION OF DANCE PERFORMANCE
FOR THE IPOD SCREEN, IN ADDITION TO ITS USE AS A WIDER LEAMING
AND TEACHING TECHNOLOGY. THE PAPER DISCUSSES THE PROCESS STUDENTS
ENGAGED IN WHEN REFLECTING UPON THEIR EXPERIENCES OF ENGAGING WITH THE
IPOD AS PART OF A BLENDED LEAMING APPROACH.
CHAPTER 17 M-LEAMING AND Y GENERATION: THE REALITY BEHIND THE MYTH 266
MELANIE CIUSSI, SKEMA BUSINESS SCHOOL, FRANEE GILL ROSNER, SKEMA
BUSINESS SCHOOL, FRANEE MARE AUGIER, SKEMA BUSINESS SEHOOL, FRANEE
GABRIELE SUDER, SKEMA BUSINESS SCHOOL, FRANEE
THIS PAPER EXPLORES "Y GENERATION" STUDENTS' ATTITUDES TO MOBILE
TECHNOLOGIES IN THE CONTEXT OF EDUCATION, AND USE OF PODCASTS ON THEIR
HANDHELDS IN PARTICULAR. OUR INTENTION IS TO INVESTIGATE HOW STUDENTS
USE MOBILE DEVICES TO SUPPORT THEIR FORMAL AND INFORMALLEAMING
PRACTICES. ONE OF THE "BIG ISSUES" IN MOBILE LEAMING THAT WE ADDRESS
HERE IS THE CO-EXISTENCE OF PERSONAL INFORMAL LEAMING AND TRADITIONAL
CLASSROOM EDUCATION. AFTER CONDUCTING TWO EXPERIMENTS AND A SURVEY, WE
CONCLUDE THAT THE DIVERSITY OF STUDENT ATTITUDES TOWARDS USING PODCASTS
IN EDUCATION MEANS THAT WE ARE IN THE TIME OF "IN BETWEEN YEARS".
LEAMING "ANYTIME/ANYWHERE" AND "DIGITAL NATIVES" PROVE AS YET TO BE A
MYTH FOR MANY. THE CURRENT CHALLENGE FOR PODCASTING IN EDUCATION IS TO
MOVE FROM INFORMATION TRANSMISSION TO KNOWLEDGE
CONSTRUCTION AND SHARING WITHIN A FORMAL SETTING.
CHAPTER 18 TRANSFORMING PEDAGOGY USING MOBILE WEB 2.0: 2006 TO 2009 281
THOMAS COEHRANE, UNITEE, NEW ZEALAND ROGER BATEMAN, UNITEE, NEW ZEALAND
BLOGS, WIKIS, PODCASTING, AND A HOST OF FREE, EASY TO USE WEB 2.0 SOCIAL
SOFTWARE PROVIDE OPPORTUNITIES FOR CREATING SOCIAL CONSTRUCTIVIST
LEAMING ENVIRONMENTS FOCUSING ON STUDENT-CENTRED LEAMING AND
LEAMER-GENERATED CONTENT CREATION AND SHARING. BUILDING ON THIS
FOUNDATION, MOBILE WEB 2.0 HAS EMERGED AS A VIABLE TEACHING AND LEAMING
TOOL, FACILITATING ENGAGING LEAMING ENVIRONMENTS THAT BRIDGE MULTIPLE
CONTEXTS. TODAY'S DUAL 3G AND WIFI-ENABLED SMARTPHONES PROVIDE A
UBIQUITOUS CONNECTION TO MOBILE WEB 2.0 SOCIAL SOFTWARE AND THE ABILITY
TO VIEW, CREATE, EDIT, UPLOAD, AND SHARE LEAMER-GENERATED WEB
IMAGE 12
2.0 CONTENT. THIS ARTIC1E OUTLINES HOW A PRODUCT DESIGN COURSE HAS MOVED
FROM A TRADITIONAL TEACHER-
CENTRED FACE-TO-FACE, STUDIO-BASED LEARNING ENVIRONMENT TO ONE USING
MOBILE WEB 2.0 TECHNOLOGIES TO ENHANCE AND ENGAGE STUDENTS IN A SOCIAL
CONSTRUCTIVIST LEARNING PARADIGM.
CHAPTER 19 IMPROVING CROSS-CULTURAL AWARENESS AND COMMUNICATION THROUGH
MOBILE TECHNOLOGIES 308 ADELE BOTHA, MERAKA INSTITUTE, SOUTH AFRIEA
STEVE VOSLOO, STANFORD UNIVERSITY, USA
JOHN KUNER, STANFORD UNIVERSITY, USA MADELEIN VAN DEN BERG, MERAKA
INSTITUTE, SOUTH AFRIEA
INCREASINGLY, TECHNOLOGY IS MEDIATING THE WAY IN WHICH THE YOUTH AROUND
THE WORLD COMMUNICATE, CONSUME CONTENT AND CREATE MEANING. AS MOBILE
COMMUNICATION MEDIA AND THE INTERNET BECOME MORE PERVASIVE, YOUNG PEOPLE
FROM DIFFERENT CULTURES AND COMMUNITIES ARE AFFORDED MORE OPPORTUNITIES
FOR COLLABORATION ACROSS PREVIOUSLY UNBRIDGEABLE DISTANCES. THE NEED FOR
CROSS-CULTURAL AWARENESS AND
COMMUNICATION IS THUS MORE IMPORTANT THAN EVER. THE INITIATIVE DESCRIBED
IN THIS PAPER, SUCCESSFULLY DEMONSTRATED THE ROLE OF MOBILE PHONES AND
THE WEB AS MEDIATING TECHNOLOGIES IN THE DEVELOPMENT OF INTERCULTURAL
COMPETENCIES AND COMMUNICATION SKILLS AMONG A GROUP OF TEENAGERS
SCATTERED ACROSS TWO COUNTRIES.
COMPILATION OF REFERENCES 319
ABOUT THE CONTRIBUTORS 355
INDEX 363 |
| any_adam_object | 1 |
| author_GND | (DE-588)1021110574 |
| building | Verbundindex |
| bvnumber | BV037471517 |
| callnumber-first | L - Education |
| callnumber-label | LB1044 |
| callnumber-raw | LB1044.84 |
| callnumber-search | LB1044.84 |
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| dewey-full | 371.3 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.3 |
| dewey-search | 371.3 |
| dewey-sort | 3371.3 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
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| indexdate | 2025-01-02T17:47:03Z |
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| title | Combining e-learning and m-learning new applications of blended educational resources |
| title_auth | Combining e-learning and m-learning new applications of blended educational resources |
| title_exact_search | Combining e-learning and m-learning new applications of blended educational resources |
| title_full | Combining e-learning and m-learning new applications of blended educational resources David Parsons [ed.] |
| title_fullStr | Combining e-learning and m-learning new applications of blended educational resources David Parsons [ed.] |
| title_full_unstemmed | Combining e-learning and m-learning new applications of blended educational resources David Parsons [ed.] |
| title_short | Combining e-learning and m-learning |
| title_sort | combining e learning and m learning new applications of blended educational resources |
| title_sub | new applications of blended educational resources |
| topic | Mobile communication systems in education Blended learning Integriertes Lernen (DE-588)1044874414 gnd E-Learning (DE-588)4727098-6 gnd |
| topic_facet | Mobile communication systems in education Blended learning Integriertes Lernen E-Learning Aufsatzsammlung |
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