Ref-CAMLA: A Reference Architecture for Context Aware Mobile Learning Applications

Collaborative Work Environments are software systems that allow teams, which are nowadays often distributed in location and organization to which they belong, to achieve certain projects or activities. In recent years, the available computer tools that can support such activities have grown; however, their integration is not necessarily achieved. Furthermore, users of such systems need to typically provide a large amount of setup information as the systems are not context-aware and hence cannot gather information about user activities in a simple way, and almost certainly will falter when the context of users changes. This chapter describes the inContext approach: a collection of novel techniques and a reference architecture to support integration of tools and context information to provide collaborative work environments for the mobile worker of today. We will explore in detail how collaborative services are selected and how context is modeled, and consider the details of team forms.

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M-Learning Generations and Interview Study Results of a Mobile Context-Aware Learning Schedule Framework

Combining E-Learning and M-Learning ◽

10.4018/978-1-60960-481-3.ch003 ◽

2011 ◽

pp. 28-55 ◽

Cited By ~ 1

Author(s):

Jane Yin-Kim Yau ◽

Mike Joy

Keyword(s):

Mobile Learning ◽

Adaptive Learning ◽

Interview Study ◽

Learning Preferences ◽

Context Aware ◽

Postgraduate Students ◽

Learning Contexts ◽

Proposed Model ◽

Study Results ◽

Mobile Context

Mobile learning applications can be categorized into four generations – ‘non-adaptive’, ‘learning-preferences’-based adaptive, ‘learning-contexts’-based adaptive and ‘learning-contexts’-aware adaptive. The research on our Mobile Context-aware and Adaptive Learning Schedule framework is motivated by some of the challenges within the context-aware mobile learning field. These include being able to create and enhance students’ learning opportunities in different locations by considering different learning contexts and using these as the basis for selecting appropriate learning materials for students. The authors have adopted a pedagogical approach for evaluating this framework – an exploratory interview study with potential users consisting of 37 university students. The authors targeted primarily undergraduate computing students, as well as students within other departments and postgraduate students, so that a deep analysis of a wider variety of users’ thoughts regarding the framework can be gained. The observed interview feedback gives us insights into the use of a pedagogical m-learning suggestion framework deploying a learning schedule subject to the five proposed learning contexts. Their data analysis is described and interpreted leading to a personalized suggestion mechanism for each learner and each scenario, and a proposed model for describing mobile learning preferences dimensions.

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Towards a Flipped Classroom Based on a Context-Aware Mobile Learning System (FC-CAMLS)

Developing Technology Mediation in Learning Environments - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-1591-4.ch003 ◽

2020 ◽

pp. 43-56

Author(s):

Mahnane Lamia ◽

Hafidi Mohamed

Keyword(s):

Mobile Learning ◽

Structural Equation ◽

Flipped Classroom ◽

Learning System ◽

Equation Modeling ◽

Context Aware ◽

Course Content ◽

Positive Effects ◽

Mobile Learning System ◽

Students Satisfaction

The approach proposed in this chapter called flipped classroom based on context-aware mobile learning system (FC-CAMLS) aims to provide learners with an adapted course content format based on their feedback and context. The latter has a significant influence on multimedia content in adaptive mobile learning. The contribution was applied in the context of the flipped learning in order to manage the heterogeneity of context imposed by this approach. Firstly, the authors present a quantitative analysis by means of structural equation modeling to analyze the causal relationships of knowledge, skills, and motivation with students' satisfaction. Secondly, they confirm that the proposed flipped classroom has positive effects on students' knowledge, skills, and motivation. Finally, the research provides useful results that the use of the context dimensions and learner feedback in adaptive mobile learning is more beneficial for learners especially in the flipped classroom.

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A Research Agenda for IOT Adaptive Architectures

Proceedings ◽

10.3390/proceedings2191229 ◽

2018 ◽

Vol 2 (19) ◽

pp. 1229

Author(s):

Jairo Ariza ◽

Camilo Mendoza ◽

Kelly Garcés ◽

Nicolás Cardozo

Keyword(s):

Research Agenda ◽

Context Aware ◽

Reference Architecture ◽

Physical Layers ◽

Changing Environments ◽

Adaptive Architecture ◽

Starting Point ◽

Adaptive Architectures

Adaptation is very important in IOT systems, due to their continuously changing environments. Changes may come from different elements of the architecture underlying an IOT system. Existing literature pays special attention to changes in the Service layer using evolution agents or context aware approaches to manage adaptations to said changes. In this paper, we elaborate on eight challenges that developers face when building adaptive IOT systems. Such challenges take into account changes at the Services layer, but also in the Middleware and Physical layers. These challenges serve us as a research agenda to foster IOT technology. As a starting point, we design an architecture to deal with the posited challenges. Various of the architectural components are inspired on a reference architecture, and complemented by new components to manage dynamic adaptations in response to the identified challenges. Preliminary experiments provide an initial insight about the feasibility and/or impact of our adaptive architecture.

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