Considering mobile device constraints and context-awareness in adaptive mobile learning for flipped classroom

2018 ◽  
Vol 23 (6) ◽  
pp. 2607-2632 ◽  
Author(s):  
Fatima Ezzahraa Louhab ◽  
Ayoub Bahnasse ◽  
Mohamed Talea
Keyword(s):  
Mobile Learning ◽  
Mobile Device ◽  
Context Awareness ◽  
Flipped Classroom

Present and Future of Mobile Commerce

2018 ◽  
pp. 1431-1447
Author(s):  
Barkha Narang ◽  
Jyoti Batra Arora
Keyword(s):  
Mobile Devices ◽  
Pervasive Computing ◽  
Mobile Device ◽  
Context Awareness ◽  
Mobile Commerce ◽  
The Other ◽  
Commercial Activity ◽  
Software Applications ◽  
Information Appliances ◽  
The One

Mobile Commerce is a term to describe any commercial activity on a mobile device, such as a mobile phone (iPhone, Android, Blackberry) or a tablet (iPad, Galaxy Tab, Surface). This includes all steps of the customer journey; reach, attract, choose, convert and retain. Hence mobile commerce is probably best described as shopping that takes advantage of unique properties of mobile devices. It is also called as m-commerce. Pervasive computing aims at availability and invisibility. On the one hand, pervasive computing can be defined as availability of software applications and information anywhere and anytime. On the other hand, pervasive computing also means that computers are hidden in numerous so-called information appliances that we use in our day-to-day lives Characteristics of pervasive computing applications have been identified as interaction transparency, context awareness, and automated capture of experiences.

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.

Present and Future of Mobile Commerce

2016 ◽  
pp. 293-308 ◽  
Author(s):  
Barkha Narang ◽  
Jyoti Batra Arora
Keyword(s):  
Mobile Devices ◽  
Pervasive Computing ◽  
Mobile Device ◽  
Context Awareness ◽  
Mobile Commerce ◽  
The Other ◽  
Commercial Activity ◽  
Software Applications ◽  
Information Appliances ◽  
The One

Mobile Commerce is a term to describe any commercial activity on a mobile device, such as a mobile phone (iPhone, Android, Blackberry) or a tablet (iPad, Galaxy Tab, Surface). This includes all steps of the customer journey; reach, attract, choose, convert and retain. Hence mobile commerce is probably best described as shopping that takes advantage of unique properties of mobile devices. It is also called as m-commerce. Pervasive computing aims at availability and invisibility. On the one hand, pervasive computing can be defined as availability of software applications and information anywhere and anytime. On the other hand, pervasive computing also means that computers are hidden in numerous so-called information appliances that we use in our day-to-day lives Characteristics of pervasive computing applications have been identified as interaction transparency, context awareness, and automated capture of experiences.

Mobile Learning

2016 ◽  
pp. 106-121 ◽  
Author(s):  
Bonface Ngari Ireri ◽  
Elijah I. Omwenga
Keyword(s):  
Instructional Design ◽  
Peer Review ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Flipped Classroom ◽  
Design Models ◽  
Learner Performance ◽  
Research Activities ◽  
Access Information ◽  
Entry Behavior

Today's learner is able to access information from mobile devices. Due to accessibility and affordability of mobile devices, more instructors continue to adopt instructional design models of mobile learning as more learners also bring their mobile devices to their classrooms. Instructors using flipped classroom model organize the learning activities both inside and outside classroom. Before the next class the instructor avails instruction and content in advance. The learner reviews class content materials and assigned research activities at home prior to class. In class, the instructor allows learners to peer review their work in groups while the instructor engages them to validate their work. The findings described in this chapter suggest that introducing mobile learning to learners in a flipped classroom model helps to bridge learner entry behavior as it improves learner performance.

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.

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.

Mobile Learning

2007 ◽  
pp. 525-527 ◽  
Author(s):  
D. Parsons
Keyword(s):  
Wireless Networks ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Device ◽  
Ubiquitous Learning

Mobile learning (variously shortened to M-Learning, M-learning, m-learning, mlearning, M Learning, or mLearning!) describes any form of education or training that is delivered using some kind of mobile device. As the power and sophistication of mobile devices increases, and wireless networks become faster and more ubiquitous, learning with a mobile device will become an integral part of the general spectrum of technology-supported learning. Furthermore, the special characteristics of mobile learning, including ubiquity, convenience, localization, and personalization, give it unique qualities that help it stand out from other forms of learning.

Sign in / Sign up

Export Citation Format

Share Document