Development of Interactive Mobile-Learning Application in Distance Education via Learning Objects Approach

2015 ◽  
pp. 373-380 ◽  
Author(s):  
Sheng Hung Chung ◽  
Ean Teng Khor
Keyword(s):  
Distance Education ◽  
Mobile Learning ◽  
Learning Objects

scholarly journals Learning Objects: Resources For Distance Education Worldwide

2001 ◽  
Vol 2 (1) ◽  
Author(s):  
Stephen Downes
Keyword(s):  
Distance Education ◽  
Computer Science ◽  
Theoretical Perspective ◽  
Learning Objects ◽  
Essential Components ◽  
Recent Developments

This article discusses the topic of learning objects in three parts. First, it identifies a need for learning objects and describes their essential components based on this need. Second, drawing on concepts from recent developments in computer science, it describes learning objects from a theoretical perspective. Finally, it describes learning objects in practice, first as they are created or generated by content authors, and second, as they are displayed or used by students and other client groups.

scholarly journals Mobile Distance Learning with PDAs: Development and testing of pedagogical and system solutions supporting mobile distance learners

2007 ◽  
Vol 8 (2) ◽  
Author(s):  
Torstein Rekkedal ◽  
Aleksander Dye
Keyword(s):  
Distance Education ◽  
Mobile Learning ◽  
Leonardo Da Vinci ◽  
Distance Learners ◽  
Online Distance Education ◽  
E Learning ◽  
Online Distance ◽  
Teaching Learning ◽  
Distance Education System ◽  
Ongoing Project

The article discusses basic teaching-learning philosophies and experiences from the development and testing of mobile learning integrated with the online distance education system at NKI (Norwegian Knowledge Institute) Distance Education. The article builds on experiences from three European Union (EU) supported Leonardo da Vinci projects on mobile learning: From e-learning to m-learning (2000-2003), Mobile learning – the next generation of learning (2003-2005), and the ongoing project, Incorporating mobile learning into mainstream education (2005-2007).

scholarly journals THE ROLE OF MOBILE LEARNING TECHNOLOGIES IN DISTANCE EDUCATION

2017 ◽  
Vol 5 (13) ◽  
pp. 1009-1021 ◽  
Author(s):  
Merve Erguney ◽  
Keyword(s):  
Distance Education ◽  
Mobile Learning ◽  
Learning Technologies

Ontology-Based Multimodal Language Learning

2014 ◽  
pp. 195-212
Author(s):  
Miloš Milutinović ◽  
Vukašin Stojiljković ◽  
Saša Lazarević
Keyword(s):  
Cloud Computing ◽  
Language Learning ◽  
Lifelong Learning ◽  
Mobile Learning ◽  
Approaches To Learning ◽  
Learning Objects ◽  
Learning System ◽  
Starting Point ◽  
Multimodal Language ◽  
Computing Infrastructure

L2 language learning is an activity that is becoming increasingly ubiquitous and learner-centric in order to support lifelong learning. Applications for learning are constrained by multiple technical and educational requirements and should support multiple platforms and multiple approaches to learning. This chapter investigates the possibility of applying ontology-based, dynamically generated learning objects implemented on a cloud computing infrastructure in order to satisfy these requirements. Previous work on using mobile learning objects is used as a starting point in an attempt to design a system that will preserve all of the advantages of utilizing learning objects, while eliminating any flaws and maximizing compatibility with existing systems. A model of a highly modular, flexible, multiplatform language learning system is presented along with some implementation remarks and advices for future implementation.

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.

Learning Objects in Hybrid Teaching Potential and Challenges for Their Use in the Context of Brazilian Education

2021 ◽  
pp. 282-309
Author(s):  
Daiana Garibaldi da Rocha ◽  
Adriana Cardoso
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Educational Technology ◽  
Higher Education Institutions ◽  
Production Method ◽  
Learning Objects ◽  
Digital Resources ◽  
Hybrid Teaching

In the context of distance education, one aspect materialized by educational technology is through the use of learning objects (LO). These elements can be defined as educational digital resources that favor students' interaction with many languages and different media. This chapter aims to present two scenarios. The first one involves a case study about the production of didactic content. This study will focus on teaching and will consist of showing the rationale behind the content production method used by the company and the methodology used in the construction of learning objects in the context of a learning unit. The second scenario will consist of students' views by means of a survey conducted with more than 4 thousand students from higher education institutions (HEIs) from different regions of Brazil who consume the content and make use of the learning objects. The reflections point to the pedagogical potential of learning objects but also to concerns in view of great challenges posed by hybrid teaching within the Brazilian scenario.

A Three-Dimensional Environment of Personalized Recommendation of Learning Objects to Support Ubiquitous Learning

2016 ◽  
pp. 48-73
Author(s):  
Rodrigo Valença Cavalcante Frade ◽  
Francisco Milton Mendes Neto ◽  
Rafael Castro de Souza
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Virtual Environment ◽  
Teaching And Learning ◽  
Three Dimensional ◽  
Learning Objects ◽  
Learning Processes ◽  
Three Dimensions ◽  
Personalized Recommendation ◽  
Ubiquitous Learning

The advancement of technological resources has provided new possibilities in teaching and learning processes. This progress resulted in an improvement to the Distance Education (DE). However, this type of education still faces the serious problem of circumvention having as a major cause, lack of motivation among students. Thus, the use of new technological trends has been increasingly common with the purpose to provide greater attractiveness for student participation in distance learning courses. Thus, this study aims to propose a multiagent virtual environment in three dimensions to support the recommendation of learning objects in order to improve the teaching and learning processes in DE.

Content Adaptation in Mobile Learning Environments

2010 ◽  
Vol 1 (4) ◽  
pp. 1-15 ◽  
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.

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