scholarly journals Aprendizagem móvel e ubíqua em Odontologia: revisão integrativa da literatura

2021 ◽  
Vol 10 (14) ◽  
pp. e88101421855
Author(s):  
Isadora Morgana Caixeta ◽  
Maria Teresa Borges Araújo ◽  
Yuri Kayano Souza Guimarães ◽  
Cássia Eneida de Souza Vieira Dutra ◽  
Fabrício Campos Machado ◽  
...  
Keyword(s):  
Mobile Learning ◽  
Ubiquitous Learning ◽  
De Se

Com a pandemia da COVID-19, e o distanciamento social imposto por ela houve necessidade de se elaborar estratégias para que o processo ensino-aprendizagem fosse mantido. Dessa forma conceitos como aprendizagem ubíqua e aprendizagem móvel passaram a figurar entre estudantes, professores e toda a comunidade acadêmica, inclusive nos cursos de Odontologia. Sendo assim a compreensão sobre essas formas não tradicionais de aprendizagem se torna necessária, no intuito de que sua aplicação seja feita de maneira responsável. O objetivo deste trabalho foi caracterizar a aprendizagem móvel e ubíqua e suas aplicações em Odontologia. Foi realizada uma revisão integrativa da literatura realizada por meio das bases PubMed e Scielo. A estratégia de busca considerou os termos:” aprendizagem móvel e odontologia” “aprendizagem ubíqua e odontologia” e seus correspondentes em inglês “mobile learning and dentistry”” ubiquitous learning and dentistry”, em um período de 10 anos (2011 a 2021). A análise descritiva, à luz da literatura científica nacional e internacional, permitiu agrupar uma amostra de oito artigos com evidências científicas de maneira a caracterizar a aprendizagem móvel e ubíqua e suas aplicações em Odontologia, identificar quais as ferramentas utilizadas para esse fim e seu impacto no processo ensino-aprendizagem. A partir do exposto percebe-se que a nova realidade imposta e acelerada pela pandemia da COVID-19, em relação ao uso das ferramentas digitais de ensino-aprendizagem, especialmente a aprendizagem móvel e ubíqua, é possível e já se mostra eficaz principalmente quando associada aos encontros presenciais, embora mais estudos sejam necessários para verificar seus impactos diretos sobre estudantes e docentes.

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.

Mobile Learning in the Era of IoT

2020 ◽  
pp. 252-280
Author(s):  
Koralia Papadokostaki ◽  
Spyros Panagiotakis ◽  
Athanasios Malamos ◽  
Kostas Vassilakis
Keyword(s):  
Early Childhood ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Adaptive Learning ◽  
The Other ◽  
Ubiquitous Learning ◽  
Educational Content ◽  
E Learning ◽  
Future Of Education ◽  
Early Childhood Learning

Teaching is always affected by the advent of technology. Nowadays, mobile devices can offer an air of innovation in classrooms and multiple benefits in learning. On the other hand, IoT is expanding rapidly and promises to provide education with new dynamics: sensors and beacons may contribute to pervasive provision of educational content to students, whereas wearables can track the students' interaction with educational objects. As a result, learning is changing and may happen anywhere, anytime, and with any means. This evolution, described under the term Ubiquitous learning, promises to be the future of education for all ages and needs. This chapter presents the transformation of learning from traditional to e-learning, mobile learning, and Ubiquitous learning, and discusses the features and applications of the latter. Furthermore, authors describe the Experience API specification and investigate how it can be used to implement adaptive learning applications and make Ubiquitous learning a reality not only in typical but also in Early Childhood learning.

scholarly journals Development of Ubiquitous Learning Environment Based on Moodle Learning Management System

2020 ◽  
Vol 14 (14) ◽  
pp. 182
Author(s):  
I Kadek Suartama ◽  
Punaji Setyosari ◽  
Sulthoni Sulthoni ◽  
Saida Ulfa
Keyword(s):  
Learning Environment ◽  
Learning Styles ◽  
Mobile Learning ◽  
Learning Goals ◽  
Instructional Media ◽  
Design Development ◽  
Ubiquitous Learning ◽  
Eligibility Criteria ◽  
Electronic Learning ◽  
Ubiquitous Learning Environment

The digitalization of society, changes in the structure of education, and increasingly rapid resources have accelerated the development of an open learning environment. The application of electronic learning and mobile learning raises several new problems such as alienating students from the real world, the difficulty of students focusing on learning goals, giving students opportunities to spend their learning time with entertainment, to the problem of increasing the cognitive load of students. Ubiquitous learning, as a continuation of the evolution of electronic learning and mobile learning, offers more than just the latest educational ideas or methods, where this system can accommodate students and their learning styles by providing adequate information anytime and anywhere based on their characteristics, needs, and desire to improve academic performance and productivity. The purpose of this study is to 1) develop the ubiquitous learning environment including the ubiquitous learning portal built with the Moodle LMS, and  the ubiquitous learning course in the Instructional Media course 2) find out the feasibility of the ubiquitous learning environment that has been developed. This study used the R&D for Education model implementing some stages including analysis, design, development, and evaluation. All stages have been completed to make a portal and ubiquitous learning course in the Instructional Media course that meet the eligibility criteria as a source/instructional media and has feasibility to use in learning.

Augmented Reality With Mobile and Ubiquitous Learning

2018 ◽  
pp. 603-617
Author(s):  
Aras Bozkurt
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Mobile Learning ◽  
Learning Model ◽  
Wearable Devices ◽  
Learning Models ◽  
Ubiquitous Learning ◽  
Seamless Learning ◽  
Fast Pace ◽  
Future Learning

Augmented Reality is generally used with mobile and ubiquitous technologies and they become widespread and are being used in education increasingly. Mobile and wearable devices as hard technologies, augmented and virtual reality as soft technologies has improved in a fast pace that we cannot predict what will the future introduce to us tomorrow. These hard and soft technologies provide immersive, enriched, situated and seamless learning experiences through mobile and ubiquitous learning. Considering the technology centric learning models, this chapter examines the mobile learning and augmented reality in terms of the opportunities they offer for learning. Following that, this study explains ubiquitous learning as a future learning model and use of augmented reality within this perspective.

scholarly journals Mobile Learning et vidéo en Français Langue Étrangère : l’environnement matériel comme ressource en production orale

2018 ◽  
Vol 52 ◽  
pp. 03002
Author(s):  
Laurence Martin
Keyword(s):  
Mobile Learning ◽  
Vie Quotidienne ◽  
De Se

L’intégration des caméras dans les objets de la mobilité (ordinateur portable, appareil photo, smartphone, tablette) a conduit à l’émergence de l’autoproduction audiovisuelle comme activité sociale (YouTube) et la didactique des langues s’approprie ces nouvelles pratiques. Les apprenants peuvent se filmer facilement en dehors de la classe dans des environnements variés et transmettre leur production orale numérique à l’enseignant. En nous appuyant sur un corpus de tutoriels audiovisuels réalisés par des étudiants en français langue étrangère, nous montrerons comment les objets de la vie quotidienne participent à la construction du sens dans l’action et constituent ainsi des ressources qui aident l’apprenant à élaborer son discours et l’enseignant à évaluer la production orale. Les apprenants choisissent de se montrer en train d’agir dans des lieux qui étaient jusque-là réservés à l’apprentissage informel (salle de bain, magasin, cuisine etc.) et réalisent un produit audiovisuel en dehors de la salle de classe. L’enseignant peut intervenir sur la vidéo par exemple en repérant des erreurs dans la production orale et en insérant des annotations sur l’image. La vidéo numérique constitue une trace sur laquelle l’enseignant et l’apprenant peuvent agir de façon différée.

scholarly journals The effect of mobile learning on students’ attitudes using mobile devices

Educatia 21 ◽  
2021 ◽  
pp. 222-37
Author(s):  
Shai Solomovich ◽  
◽  
Ciprian Ceobanu ◽  
Keyword(s):  
Active Learning ◽  
Experiential Learning ◽  
Mobile Learning ◽  
Meaningful Learning ◽  
Demographic Variables ◽  
Access To Information ◽  
Ubiquitous Learning ◽  
Internal Motivation ◽  
Motivation For Learning ◽  
Students Attitudes

Mobile learning (m-learning) has the potential to vastly change and improve education as we know it. Its main advantage is in extending the educational contexts to any place and any time. This leads to possibilities of more active and experiential learning. Furthermore, it greatly improves the potential for communication and access to information. All of these improvements, if utilized properly, can lead to more meaningful learning and more internal motivation for learning. However, these changes are not easy to implement and require the overcoming of several obstacles. This study aimed to investigate the attitudes towards m-learning and its relationships with ubiquitous learning, experiential and active learning, meaningful learning, cooperative learning, internal motivation for learning, and demographic variables. In order to measure these constructs, questionnaires were completed by 200 participants. The results suggest that the youngest generations (15-17 years old) and those who used their mobile phones the most have the highest attitudes towards m-learning. There were no differences amongst genders or people with various levels of education. Furthermore, the effects of mobile and ubiquitous learning on meaningful learning were mediated by collaborative and experiential and active learning. Lastly, the effects of mobile and ubiquitous learning on internal motivation for learning were direct. The findings indicate the importance of utilization of mobile learning and its positive consequences on both academic and personal aspects of the students’ lives.

scholarly journals Mobile learning in the teaching of mathematics: a conceptual cartography

2020 ◽  
pp. 1-11
Author(s):  
Mayra URIBE-HERNÁNDEZ ◽  
Víctor LARIOS-OSORIO ◽  
Alexandro ESCUDERO-NAHÓN
Keyword(s):  
Learning Environment ◽  
Mobile Learning ◽  
Scientific Literature ◽  
Ubiquitous Learning ◽  
Learning Context ◽  
Electronic Learning ◽  
Conceptual Mapping ◽  
Mobile Learning Environment ◽  
Teaching Of Mathematics ◽  
Definition Of

Designing a mobile learning environment for mathematics education requires an understanding of how technology relates to various epistemological and pedagogical systems. The purpose of this study was to systematically analyze scientific literature on mobile learning in mathematics teaching through the axes of conceptual mapping within the framework of qualitative research. The analysis categories were: notion, categorization, characterization, differentiation, methodology and exemplification. The contribution of this work refers to the definition of mobile learning in the teaching of mathematics considering its characteristics, such as context creation, social interaction, multimedia content and usability. It was identified that mobile learning increases the possibilities of electronic learning and enables ubiquitous learning when the student is immersed in the learning context. The studies analyzed do not report a precise methodology that allows evaluating the relevance of the design of a mobile learning environment. However, it was identified that the choice of the pedagogical principles and the definition of a thematic axis are fundamental. In addition to the demand for teachers' theoretical, pedagogical and digital skills. This work provides elements that could guide further research and applications.

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