The How of Mobile Learning Design

2019 ◽  
pp. 97-126
Author(s):  
Mark Pegrum
Keyword(s):  
Mobile Learning ◽  
Learning Design

scholarly journals Appy Pie integrated mobile learning: Design and feasibility to help the 3D geometry learning process in the time of Covid 19 pandemic

2021 ◽  
Vol 7 (2) ◽  
pp. 124-132
Author(s):  
Mochammad Taufan ◽  
Luthfiyati Nurafifah
Keyword(s):  
Mobile Learning ◽  
Learning Process ◽  
Learning Design ◽  
3D Geometry ◽  
Geometry Learning

Banyak penelitian yang mengungkapkan bahwa penggunaan ICT memberikan warna baru dalam interaksi proses pembelajaran. Namun, masih banyak kendala yang dihadapi ketika mengintegrasikan teknologi dalam proses pembelajaran khususnya pembelajaran matematika. Oleh sebab itu, tujuan penelitian ini menyoroti kelayakan dari mobile learning berbantuan Appy Pie pada pembelajaran matematika di masa pandemi Covid 19. Untuk mencapai tujuan tersebut penelitian ini menggunakan desain pengembangan ADDIE yang terdiri dari tahapan-tahapan analisis, pendesainan, pengembangan, implementasi, evaluasi. Pada penelitian ini tahap evaluasi tidak dilakukan karena keterbatasan waktu pelaksanaan. Tahap analisis yang dilakukan yakni analisis masalah dan kebutuhan, analisis ruang lingkup materi, analisis proses integrasi dan pengumpulan bahan pendukung. Selanjutnya untuk tahap pendesainan melakukan proses penyusun desain instruksional, menyusun alur kerja dan alur cerita dan menyiapkan aset-aset elemen pembuatan produk. Tahap pengembangan yakni menghasilkan aplikasi berbantuan Appy Pie materi geometri bangun ruang. Tahap implementasi melakukan proses pengujian internal, penilaian ke ahli media dan ahli materi, uji lapangan. Berdasarkan hasil temuan diperoleh bahwa aplikasi mobile learning terintegrasi Appy Pie layak digunakan untuk pembelajaran geometri di kelas VIII SMP. Oleh karena itu, aplikasi mobile learning terintegrasi Appy Pie memiliki potensi meningkatkan pemahaman geometri siswa sekolah.

Mobile Learning Design: The LTCS Model

2014 ◽  
Author(s):  
Minjuan Wang ◽  
Jun Xiao ◽  
Yong Chen ◽  
Wang Min
Keyword(s):  
Mobile Learning ◽  
Learning Design

Mobile Learning Design Solutions

2014 ◽  
pp. 13-27 ◽  
Author(s):  
Katie M. Murphy ◽  
Nathan M. Castillo ◽  
Fatima T. Zahra ◽  
Daniel A. Wagner
Keyword(s):  
Mobile Learning ◽  
Learning Design ◽  
Design Solutions

mClass Planet of the Apps

2018 ◽  
pp. 196-215 ◽  
Author(s):  
Dominic Mentor
Keyword(s):  
Professional Development ◽  
Mobile Phone ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Electronic Device ◽  
Learning Design ◽  
Wide Spread ◽  
Personal Lives ◽  
Practical Applications ◽  
The World

This chapter introduces how mobile devices can be used on a personal and macro level for professional development. The chapter also covers theories posited for practical applications from pedagogy and andragogy perspectives. There are multiple layers of considerations in terms of context, content, and collaboration factors to optimize mobile learning. There are more mobile devices in the world than people, and more than three quarters of the world's population already has some type of mobile phone, making it the most wide-spread technology and most common electronic device in people's hands. Un-tapping this ubiquitous technology creates a wide array of educational possibilities. Hence, a mobile first learning design is crucial in organizational leadership and professional development, to help bridge the gap between personal lives, schools, colleges, and the workplace. Furthering the concept of learning is everywhere as a natural segue for ownership of learning and engagement.

scholarly journals Mobile Learning Design Models for State University of Jakarta, Indonesia

2019 ◽  
Vol 13 (09) ◽  
pp. 152 ◽  
Author(s):  
Ika Lestari ◽  
Arifin Maksum ◽  
Cecep Kustandi
Keyword(s):  
Conceptual Model ◽  
Learning Outcomes ◽  
Mobile Learning ◽  
Learning Activities ◽  
Student Academic Achievement ◽  
Learning Needs ◽  
Learning Design ◽  
State University ◽  
Use Of Technology ◽  
Product Effectiveness

<p class="0abstract">In facing the industrial era 4.0, the instructional paradigm requires the involvement of technology in it. The use of technology in instructional is sometimes regarded as a medium or tool for delivering information through technology from lecturers to students without considering the learning process of students with technology that makes learning outcomes more meaningful. Meanwhile, instructional media such as mobile learning applications through Android is a type of mobile learning that can change the way students communicate and interact. The use of mobile learning applications through Android is adjusted to the characteristics of students and learning needs in the industrial era 4.0. This study resulted in an Android-based mobile learning application so that through product effectiveness, the concept of the conceptual model of mobile learning was obtained in the industrial era 4.0 for learning in college. The research method used is the development research of William W. Lee and Diana L. Owens. The results showed that the mobile learning application influenced student academic achievement so that the conceptual model of mobile learning was obtained in the industrial era 4.0 for learning in college. This study concludes that mobile learning applications encourage students in fun learning activities and place students as the main subject in learning, so learning becomes meaningful<span>.</span></p>

scholarly journals TOWARDS USABILITY INTEGRATION INTO E-LEARNING DESIGN

2015 ◽  
Vol 1 ◽  
pp. 289
Author(s):  
Merija Jirgensons
Keyword(s):  
Mobile Learning ◽  
Learning Process ◽  
Psychometric Testing ◽  
Drop Out ◽  
Learning Design ◽  
On Demand ◽  
Drop Out Rate ◽  
Subjective Satisfaction ◽  
The Future ◽  
E Learning

<span>While e-learning use has sharply increased, the drop-out rate is high. This paper addresses some of the aspects that cause users to reject e-learning and not finish. It focuses on the concept of “usability”, especially pedagogical usability that is currently central to usability design. While the term is nebulous, it is identified by attributes such as learnability, efficiency and (subjective) satisfaction. Attributes can be measured and designers add new ones as the need arises. Satisfaction has become the focus of pedagogical usability experts who claim the term includes motivational and emotive factors and may be measured by psychometric testing. Currently, efforts are underway to integrate pedagogical usability into e-learning design and create attractive, flexible features that are easy to handle and available on demand. Efforts are also underway to design mobile learning that incorporates usability principles. Usability improvements have been incremental because the e-learning process is not clear to designers, but it is expected that awareness and innovations will correct this problem in the future.</span>

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