scholarly journals An Experimental Study of the Use of Design Thinking as a Requirements Elicitation Approach for Mobile Learning Environments

2015 ◽  
Author(s):  
Cynara Lira De Carvalho Souza ◽  
Carla Silva
Keyword(s):  
Learning Environments ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Design Thinking ◽  
Research Field ◽  
Requirements Elicitation ◽  
Effective Implementation ◽  
Innovative Solutions ◽  
Thinking Process

Mobile learning (m-learning) is a research field that aims to analyze how mobile devices can contribute to learning. The development of software for mobile devices to support learning is essential for an effective implementation of m-learning or mobile learning environments (MLE). Requirements Engineering processes need to include activities that provoke creativity in the stakeholders to conceive MLEs that actually modify and improve the teaching and learning process. In this context, this paper presents a process for requirements elicitation and documentation of mobile learning environments. This process is based on the concepts of the Design Thinking process that provides a methodology to elicit customer needs, producing simple prototypes that eventually converge to innovative solutions. An experiment was conducted to evaluate if the proposed process contributes to create MLEs that present distinctive and interesting characteristics when compared to existing solutions for a specific problem.

Using Mobile Devices Selectively

2015 ◽  
pp. 653-664
Author(s):  
David Fuentes ◽  
Heejung An ◽  
Sandra Alon
Keyword(s):  
Learning Environments ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Theoretical Orientations ◽  
Complex Process ◽  
Technology Users ◽  
Constructivist Practices ◽  
Theoretical Considerations

The purpose of this chapter is to provide a useful framework for thinking about the integration of mobile devices into classroom practices and pedagogy. By offering a portrait of different constructivist practices and learning environments, drawing connections between theory and methods, the chapter provides teacher educators, as a well practicing teachers, with a series of theoretical considerations. These considerations, coupled with individual learning objectives, mark an avenue for novice technology users to begin the complex process of pedagogical decision-making, including the use of mobile devices into their teaching and learning. The authors offer this conceptual chapter in the hope that readers can glean a sense of how philosophical and theoretical orientations of teachers both prohibit and enable spaces for mobile learning. Moreover, they believe that when theoretical orientations of teaching do not allow space for mobile learning to take place, or do not support best practices of the use of mobile devices, the benefits may remain unrealized.

Using Mobile Devices Selectively

2015 ◽  
pp. 34-45 ◽  
Author(s):  
David Fuentes ◽  
Heejung An ◽  
Sandra Alon
Keyword(s):  
Learning Environments ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Theoretical Orientations ◽  
Complex Process ◽  
Technology Users ◽  
Constructivist Practices ◽  
Theoretical Considerations

The purpose of this chapter is to provide a useful framework for thinking about the integration of mobile devices into classroom practices and pedagogy. By offering a portrait of different constructivist practices and learning environments, drawing connections between theory and methods, the chapter provides teacher educators, as a well practicing teachers, with a series of theoretical considerations. These considerations, coupled with individual learning objectives, mark an avenue for novice technology users to begin the complex process of pedagogical decision-making, including the use of mobile devices into their teaching and learning. The authors offer this conceptual chapter in the hope that readers can glean a sense of how philosophical and theoretical orientations of teachers both prohibit and enable spaces for mobile learning. Moreover, they believe that when theoretical orientations of teaching do not allow space for mobile learning to take place, or do not support best practices of the use of mobile devices, the benefits may remain unrealized.

ACCOMMODATING MOBILE LEARNING IN COLLEGE PROGRAMS

2013 ◽  
Vol 17 (1) ◽  
Author(s):  
Jay Alden
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Text Messaging ◽  
Teaching And Learning ◽  
Discussion Board ◽  
Academic Programs ◽  
Higher Learning ◽  
College Programs ◽  
Near Future ◽  
Selected Functions

Mobile devices and applications are expected to have a significant impact on teaching and learning in the near future. Yet colleges and universities are currently facing severe budget constraints and discretionary funding is restricted for new initiatives. The question addressed in this paper is: “What strategy should an institution of higher learning with limited resources use in adapting the capabilities of mobile devices to benefit its academic programs?” To help answer this question, students were surveyed to identify their perceptions on the importance of a selected set of mobile learning functions, their experience with using those functions, their recommendation for a mobile learning adoption strategy, and information on the particular mobile devices they possess. The recommended strategy was “pick and choose special capabilities to develop” with the selected functions being (1) Receive alerts and reminders about assignments and appointments concerning the course being taken; (2) Communicate individually with faculty, an advisor, or other students using voice, email, or text messaging; (3) Post or reply to items in a poll, discussion board, or other application; and (4) Download and review lesson materials from a course being taken. Other recommendations included techniques for faculty and student support services as well as institutional policies for limiting models of mobile devices for use in courses, making online courseware for laptops and desktops the same as mobile learning courseware, and making the opportunity for mobile learning optional.

scholarly journals The Impact of Mobile Learning on EFL Students’ Learning Behaviors and Perceptions: From Content Delivery to Blended Interaction

2021 ◽  
Vol 5 (4) ◽  
pp. 25
Author(s):  
Vo Thuy Linh ◽  
Nguyen Ngoc Vu
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Theoretical Background ◽  
Modern Technology ◽  
Rapid Expansion ◽  
Efl Students ◽  
The Impact ◽  
Learning English

Mobile learning (M - learning) emerges as the essential mark of technological revolution 4.0 and the great development of modern technology. It has proved that their smart functions were accompanied by the rapid expansion of mobile devices to support learning of learners everywhere and every time. Although mobile technology is expected to apply suitably to teaching and learning, the capacity of English as a Foreign Language (EFL) students to use mobile devices to support their English learning needs to be thoroughly evaluated. This paper is to present how EFL learners at a Vietnam University can exploit mobile technology by questionnaire through a survey of 300 EFL students. The investigation took place during the second semester of the 2018 - 2019 school year. The quantitative approach has been used to gather and analyze data, and results have shown that EFL students are confident of learning English through mobile devices through their use of mobile technology. This shows that learning English by mobile devices is feasible and has got positive perceptions from the students. Furthermore, the research results are expected to contribute as a theoretical background as reference for future researches related to mobile learning applications.

The Usability of Mobile Devices in Distance Learning

2020 ◽  
pp. 262-278 ◽  
Author(s):  
Fırat Sarsar ◽  
Tarık Kişla ◽  
Melih Karasu ◽  
Yüksel Deniz Arıkan ◽  
Murat Kılıç
Keyword(s):  
Learning Environments ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Learning Processes ◽  
New Techniques ◽  
Factors Affecting ◽  
Communication Techniques ◽  
Technological Developments ◽  
Effective Use

Thanks to technological developments, distance education helped new techniques and strategies to emerge in the instruction field. However, these developments may cause problems about integration of the interaction between students and instructors. Communication is seen as one of the biggest problems. Instructors' online communications and their attitudes towards this process affect quality of teaching and learning processes. Other factors affecting this process are learning environment and its effective use. This study is designed to incorporate a mixed method with the aim of reflecting instructors' experiences about different communication techniques and learning environments. In scope of this research, the researchers planned a four-week process using the communication that the researchers have been establishing with Ege University Faculty of Education's instructors. The researchers will use different mobile devices and feedback methods for the process.

Podcasting as a Mobile Learning Technology

2015 ◽  
pp. 1064-1083
Author(s):  
Fernando Rosell-Aguilar
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Learning Technology ◽  
Learning Tool ◽  
Major Study ◽  
Mobile Learning Technology

Despite the fact that portability was perceived as one of the major benefits of podcasting as a teaching and learning tool, little evidence has been found of users taking advantage of this feature for academic use. This paper reports on a major study (1886 responses) of iTunes U users. The analysis compares the responses of those participants who use static devices to play the materials they download with those of users who utilise mobile devices. The results show that more users play iTunes U materials from mobile devices than static devices. Users share some similarities in their use of podcasts but some marked differences as well, in contrast with previous research. The author argues that different perceptions and practices are based on whether the users are formal or informal learners and discuss the implications for the use of podcasting as a mobile learning technology.

Work-Based Mobile Learning Environments

2012 ◽  
pp. 229-238 ◽  
Author(s):  
Graham Attwell
Keyword(s):  
Learning Environment ◽  
Informal Learning ◽  
Learning Environments ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Cultural Practices ◽  
Cultural Ecology ◽  
Work Process ◽  
Learning At Work ◽  
Mobile Learning Environment

This paper examines the idea of a Work Oriented Mobile Learning Environment (WOMBLE) and considers the potential affordances of mobile devices for supporting developmental and informal learning in the workplace. The authors look at the nature and pedagogy of work-based learning and how technologies are being used in the workplace for informal learning. The paper examines the nature of Work Process Knowledge and how individuals are shaping or appropriating technologies, often developed or designed for different purposes, for social learning at work. The paper goes on to describe three different use cases for a Work Oriented Mobile Learning Environment. The final section of the paper considers how the idea of the WOMBLE can contribute to a socio-cultural ecology for learning, and the interplay of agency, cultural practices, and structures within mobile work-based learning.

scholarly journals The Design-Debrief: Using Storytelling to Connect Preservice Teacher Reflection With Design-Thinking

2018 ◽  
Vol 11 (2) ◽  
pp. 61-75
Author(s):  
Stephanie Baer
Keyword(s):  
Teaching And Learning ◽  
Design Thinking ◽  
First Graders ◽  
Teacher Educator ◽  
Teaching Experience ◽  
Teacher Reflection ◽  
Classroom Activity ◽  
Regular Reflection ◽  
Teaching Experiences ◽  
Thinking Process

As a teacher educator, I prepare preservice students for regular reflection about teaching and learning by incorporating design-thinking and storytelling. In order to facilitate more interactive reflection on students’ early teaching experiences, I developed the design-debrief—a classroom activity that asked students to story their teaching experience with first-graders using the design-thinking process. I make connections to how design-thinking and storytelling enabled a more complex and systematic way to approach teacher reflection.

scholarly journals Mobile Learning

2018 ◽  
pp. 234-257
Author(s):  
Rui Leitão ◽  
Joao M. F. Rodrigues ◽  
Adérito Fernandes Marcos
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Mobile Technologies ◽  
Collaborative Technology ◽  
Technological Advances ◽  
Geometric Objects ◽  
Geometric Solids ◽  
Information And Communication ◽  
Access Information

As a consequence of the technological advances and the widespread use of mobile devices to access information and communication in the last decades, mobile learning has become a spontaneous learning model, providing a more flexible and collaborative technology-based learning. Thus, mobile technologies can create new opportunities for enhancing the pupils' learning experiences. This chapter presents the development of a game to assist teaching and learning, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. Findings show that by using the game, students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex, and face in 3D solids.

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