User Modeling in Mobile Learning Environments for Learners with Special Needs

2013 ◽  
pp. 7-17 ◽  
Author(s):  
Maria Virvou ◽  
Efthimios Alepis
Keyword(s):  
Special Needs ◽  
Learning Environments ◽  
Mobile Learning ◽  
User Modeling

Learning spaces in mobile learning environments

2012 ◽  
Vol 13 (1) ◽  
pp. 23-33 ◽  
Author(s):  
Astrid M. Sølvberg ◽  
Marit Rismark
Keyword(s):  
Learning Environments ◽  
Mobile Learning ◽  
Learning Spaces

scholarly journals The Impact of Evidence-Based Dialogic Training of Special Education Teachers on the Creation of More Inclusive and Interactive Learning Environments

2021 ◽  
Vol 12 ◽  
Author(s):  
Alfonso Rodríguez-Oramas ◽  
Pilar Alvarez ◽  
Mimar Ramis-Salas ◽  
Laura Ruiz-Eugenio
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Learning Environments ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Interactive Learning ◽  
Interactive Learning Environments ◽  
Evidence Based ◽  
Students With Special Needs ◽  
The Impact

In the international context of a progress toward more inclusive educational systems and practices, the role of Special Education teachers is being transformed. From an inclusive perspective, these professionals increasingly support students and their teachers in the mainstream classroom, avoiding segregation. However, Special Education teachers often struggle to reach and support all students with special needs and their teachers to provide quality inclusive education. For this reason, more research is still needed on in-service training strategies for the inclusion of students with special needs that effectively translate into evidence-based school practices that improve the education of all students. This article analyses the impact of two evidence-based dialogic training programs of Special Education teachers working in mainstream schools carried out in Mexico during the 2018–2019 school year. Through in-depth interviews with participants, it was identified how, after the training, teachers increasingly grounded their actions on scientific evidence and promoted interactive learning environments that improved the educational inclusion of their students with special needs. This training also became the venue to make evidence-based educational actions available to other students without special needs, improving the quality of education provided to all students.

Go Math! How Research Anchors New Mobile Learning Environments

2010 ◽  
Author(s):  
April Alexander ◽  
Kristen Pilner Blair ◽  
Shelley Goldman ◽  
Osvaldo Jimenez ◽  
Masataka Nakaue ◽  
...  
Keyword(s):  
Learning Environments ◽  
Mobile Learning

Teacher Presence

2018 ◽  
pp. 7922-7934
Author(s):  
Caroline M. Crawford
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Learning Environment ◽  
Learning Environments ◽  
Mobile Learning ◽  
Support System ◽  
Distributed Learning ◽  
Learning Engagement ◽  
Teacher Presence ◽  
Instructional Facilitator

Teacher presence refers to the fully engaged instructional facilitator within a learning environment. Within this specific discussion of teacher presence, the focus is upon distributed learning environments that includes not only online learning environments but also mobile learning engagement efforts. Teacher presence engages not merely an instructional design and evaluative assessment effort, but integrally engages the learners within the instructional environment through discourse, reflective practices and supporting the motivational needs of the learner. Further, teacher presence directly impacts the motivational and cognitive support needs of learners, through instructionally appropriate actions of the instructor as a facilitative guide, as a self-regulatory maven, within a cognitive load support system, as well as mentor-focused instructional efforts.

Content Adaptation in Mobile Learning Environments

2012 ◽  
pp. 240-255
Author(s):  
Sergio Castillo ◽  
Gerardo Ayala
Keyword(s):  
Learning Environments ◽  
Mobile Learning ◽  
Mobile Device ◽  
Belief System ◽  
Learning Objects ◽  
Content Adaptation ◽  
Programming System ◽  
Knowledge Use ◽  
User Adaptation ◽  
Content Model

In this paper, the authors present their proposal for adaptation of educational contents of learning objects to a particular mobile device and a specific learner. Content adaptation in mobile learning objects implies user adaptation and device adaptation, and requires additional metadata categories in comparison with SCORM 2004. This learning object content model, ALMA (A Learning content Model Adaptation), inherits from the SCORM standard a subset of metadata categories, and extends it with three top level metadata categories for content adaptation, i.e., Knowledge, Use, and Mobile Device Requirements (Castillo & Ayala, 2008). For user adaptation, the authors developed NORIKO (NOn-monotonic Reasoning for Intelligent Knowledge awareness and recommendations On the move), a belief system based on DLV, a programming system based on Answer Set Programming paradigm. For device adaptation the authors designed CARIME (Content Adapter of Resources In Mobile learning Environments), which uses transcoding and transrating to adapt media content to suit the device characteristics.

Work-Based Mobile Learning Environments

2012 ◽  
pp. 229-238 ◽  
Author(s):  
Graham Attwell
Keyword(s):  
Learning Environment ◽  
Informal Learning ◽  
Learning Environments ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Cultural Practices ◽  
Cultural Ecology ◽  
Work Process ◽  
Learning At Work ◽  
Mobile Learning Environment

This paper examines the idea of a Work Oriented Mobile Learning Environment (WOMBLE) and considers the potential affordances of mobile devices for supporting developmental and informal learning in the workplace. The authors look at the nature and pedagogy of work-based learning and how technologies are being used in the workplace for informal learning. The paper examines the nature of Work Process Knowledge and how individuals are shaping or appropriating technologies, often developed or designed for different purposes, for social learning at work. The paper goes on to describe three different use cases for a Work Oriented Mobile Learning Environment. The final section of the paper considers how the idea of the WOMBLE can contribute to a socio-cultural ecology for learning, and the interplay of agency, cultural practices, and structures within mobile work-based learning.

iPad Usage and Appropriate Applications

2017 ◽  
pp. 185-212
Author(s):  
Julia Bennett ◽  
Fan-Yu Lin
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Mobile Learning ◽  
21St Century ◽  
Mobile Device ◽  
Educational Systems ◽  
Access To Information ◽  
Ubiquitous Access ◽  
K 12 ◽  
Ipad Applications

Mobile learning, learning delivered or accompanied by any handheld or individual device that contributes to increasing knowledge or skills, has continuously become popular in educational systems in the 21st century. Apple's iPad has been a popular mobile device that has been chosen for us in 1-to-1 learning environments. Research suggests that utilizing iPads in educational settings is beneficial due to its affordance, portability, ubiquitous access to information, ability to communicate with other iPad users, and the opportunity it offers to showcase creativity and individuality through various applications. Studies have found value in providing students with their own iPads. This chapter overviews both the benefits and concerns of iPad usage in K-12 classrooms. Furthermore, specific web and iPad applications are discussed. When educators take appropriate steps to create a controlled learning environment, concerns and limitations regarding mobile learning with an iPad can be diminished.

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