Using E-Portfolios to Support Experiential Learning and Open the Use of Tele-Operated Laboratories for Mobile Devices

2016 ◽  
pp. 47-65
Author(s):  
Dominik May ◽  
Claudius Terkowsky ◽  
Tobias Haertel ◽  
Christian Pleul
Keyword(s):  
Experiential Learning ◽  
Mobile Devices

scholarly journals Advancing the m-learning research agenda for active, experiential learning: Four case studies

2009 ◽  
Vol 25 (2) ◽  
Author(s):  
Laurel Evelyn Dyson ◽  
Andrew Litchfield ◽  
Elaine Lawrence ◽  
Ryszard Raban ◽  
Peter Leijdekkers
Keyword(s):  
Experiential Learning ◽  
Case Studies ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Research Agenda ◽  
Economic Sustainability ◽  
Student Body ◽  
High Quality ◽  
Learning Practices ◽  
Learning Research

<span>This article reports on an m-learning research agenda instituted at our university in order to explore how mobile technology can enhance active, experiential learning. Details of the implementation and results of four areas of m-learning are presented: mobile supported fieldwork, fostering interactivity in large lectures with mobile technology, using mobile devices to learn about mobile technology and, finally, podcasting. These directions are informed by a concern for achieving m-learning practices consistent with sound educational theory and the needs of the contemporary, technologically aware student body. All four implementations have been successfully embedded in mainstream subjects on a continuing basis. Therefore they represent a departure from the project based approach of much m-learning reported in the literature. This outcome was achieved through a focus on the economic sustainability and feasibility of each case. An evaluation focusing on how well each case assisted students' learning found that, with the exception of lecture podcasting, all supported high quality experiential learning.</span>

Exploration of Tensions in a Mobile-Technology Supported Fieldtrip

2014 ◽  
Vol 12 (2) ◽  
pp. 104-117 ◽  
Author(s):  
Chih-Hung Lai ◽  
Fei-Ching Chen ◽  
Jie-Chi Yang
Keyword(s):  
Experiential Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Analytical Framework ◽  
Mobile Technologies ◽  
Learning Activity ◽  
Outdoor Learning ◽  
Primary School Students ◽  
School Students ◽  
Technological Affordances

The purpose of this study was to analyze how mobile technologies were incorporated and implemented in an outdoor learning activity. Two classes of primary school students participated in the experiment. Using activity theory as an analytical framework, it is found that underlying tensions provided rich insights into system dynamics and that technological affordances could be limited by mismatches between the Tools themselves, and between Tools and the ways that were used by learners or arranged by the instructor. The subtle human factors present in the use of technologies should be carefully considered. The influence of mobile devices on learner experiences in experiential learning is also thoroughly discussed.

An Empirical Study on Integration of Experiential Learning and Mobile Learning

2019 ◽  
Vol 9 (4) ◽  
pp. 88-98
Author(s):  
Chi Hong Leung ◽  
Simone Chung Ling Cheng
Keyword(s):  
Experiential Learning ◽  
Empirical Study ◽  
Knowledge Acquisition ◽  
Knowledge Sharing ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Real World ◽  
The Future ◽  
Personal Assistants ◽  
Real World Problems

This paper discusses how experiential learning and mobile learning can be integrated to facilitate knowledge acquisition and knowledge sharing among students, and equip students with the abilities to solve real-world problems in a ubiquitous manner. Running in a cyclic manner, experiential learning guides students to interpret why something happened, plan what should be done in the future, collect and manipulate facts and data, and experience and reveal what they learnt. With the capabilities of current mobile devices (like virtual personal assistants), experiential learning can be implemented with a higher level of effectiveness. The results reveal that experiential learning is beneficial for learners who believe it can help them to solve practical problems and the usage of mobile devices can offer flexibility to study and address the diversity of learners’ needs.

scholarly journals Using mobile devices to extend experiential learning and fieldwork practice in the earth sciences

Planet ◽  
2012 ◽  
Vol 25 (1) ◽  
pp. 33-39 ◽  
Author(s):  
Meriel FitzPatrick ◽  
Mark Anderson ◽  
Jason Truscott
Keyword(s):  
Earth Sciences ◽  
Experiential Learning ◽  
Mobile Devices ◽  
The Earth

Community Involvement and Benefits From an International Service Learning Program

2017 ◽  
Vol 2 (7) ◽  
pp. 5-12 ◽  
Author(s):  
Lata A. Krishnan ◽  
Christi Masters ◽  
Jennifer M. Simpson
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Community Involvement ◽  
Learning Program ◽  
Short Term ◽  
International Service Learning ◽  
International Service ◽  
Short Term Study ◽  
Service Activities ◽  
Study Abroad Program

Service learning (SL) is a form of experiential learning in which students are involved in community service activities that are related to academic course objectives. A key aspect that separates SL from other forms of experiential learning is the mutually beneficial nature of the service activities. Much of the SL and international SL (ISL) literature has focused on positive learning outcomes for students, with much less focus on the benefits of SL to the community. Speech, Language, and Hearing Services (SLHS) in Zambia is an intensive SL short-term study abroad program. This paper describes the benefits to the community via the SLHS in Zambia program.

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