scholarly journals Security of m-learning system: A collective responsibility

2015 ◽  
Vol 9 (3) ◽  
pp. 64 ◽  
Author(s):  
Shaibu Adekunle Shonola ◽  
Mike S Joy
Keyword(s):  
Teaching And Learning ◽  
Collective Responsibility ◽  
Learning Technologies ◽  
Learning System ◽  
Mobile Technologies ◽  
Educational Institutions ◽  
Security Threats ◽  
Security Issues ◽  
Computing Paradigm ◽  
Teaching Learning

Innovation in learning technologies and services is driven by demands from Higher Educational Institutions (HEIs) in order to meet their students’ needs and make knowledge delivery easier. The technology could play a pivotal role in extending the possibilities for teaching, learning, and research in educational institutions. M-learning emerged from this innovation as a result of an unprecedented explosion in the number of mobile devices due to availability and affordability of mobile phones, smartphones and tablets among students. Competition in the mobile device industry is also encouraging developers to be innovative, constantly striving to introduce new features. Consequently, newer sources of risks are being introduced in the mobile computing paradigm at manufacturing level. Similarly, many m-learning promoters and developers focus on developing and delivering learning content and infrastructure for m-learning system without adequate consideration for security of stakeholders’ data, whereas the use of these mobile technologies for learning poses a serious threat to confidentiality, integrity and privacy of those involved in teaching and learning, yet traditional security threats are also evolving. Against this backdrop, the stakeholders in education sector (i.e. education providers, educators, m-learning promoters and developers) should begin to consider the security implications of these devices in modern teaching and learning environments. The purpose of this paper is to identify the m-learning security issues that stakeholders may face, how they are being affected by the security threats, who among is stakeholders are affected or most affected by security issues in m-learning using three Nigeria universities as case studies and what are the responsibilities of the stakeholders in ensuring risk free m-learning.

scholarly journals Didáctica de la imagen: de material de apoyo a lenguaje para la mediación pedagógica en los ambientes de aprendizaje con tecnologías / Teaching Image: Material Support Language for Teaching Mediation in Learning Environments with Technologies

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Alma Elisa Delgado Coellar ◽  
Erika Robledo Ramírez ◽  
Huberta Márquez Villeda
Keyword(s):  
Student Teachers ◽  
Teaching And Learning ◽  
Educational Communication ◽  
Digital Technologies ◽  
Learning Technologies ◽  
Educational Institutions ◽  
Whole Process ◽  
Graphical Interfaces ◽  
Teaching Learning ◽  
The Guardian

ABSTRACTThe image is a symbolic element that certainly fills our environment in all areas, especially in areas such as entertainment, advertising, media, etc. Its potential is infinite in each of the fields from which you study this because of their configuration, generating a visual language of communication from which the man intaractúa each other and with their context. Thus, the image as communicative product has been the guardian and transmitter of knowledge since time immemorial, as Egyptian hieroglyphics, to give a clear example. From the educational field, the image has been involved in various materials and educational resources such as textbooks, guides, charts, manuals, etc., however, their role has been to support resources for learning and not to pedagogical mediation instrument in the whole process of teaching and learning. Therefore, in the present an approach reivindicador exposed to potentiate the didactic nature of the image. It is possible to approach the study of the teaching of the image with this approach, thanks to new environments learned-zaje brought about by digital technologies, in which the graphical interfaces (built and configured by language-jes visual), are precisely the didactic element of pedagogical mediation between actors: student-teachers (users), content and learning technologies (GUIs - object), educational institutions and context (environment), teaching-learning process (pedagogical action). Thus, from the analysis of up-tes, educational communication, visual configuration, design and significance of teaching image are elements of pedagogical mediation in the teaching-learning mediated by digital technologies, which act as a vehicle or means digital teaching resources.RESUMENLa imagen es un elemento simbólico que indudablemente inunda nuestro entorno en todos los ámbitos, sobretodo en áreas como el entretenimiento, la publicidad, los medios de comunicación, etc. Su potencial es infinito en cada uno de los campos desde el que se estudie, esto debido a su configuración, que genera un lenguaje de comunicación visual a partir del cual el hombre intaractúa entre sí y con su contexto. Así, la imagen como producto comunicativo ha sido la guardiana y transmisora del conocimiento desde tiempos inmemoriales, como los jeroglifícos egipcios, por poner un claro ejemplo. Desde el campo educativo, la imagen ha estado inmersa en diversos materiales y recursos didácticos como libros de texto, guías, esquemas, manuales, etc., sin embargo, su papel ha sido el de apoyo en los recursos para el aprendizaje y no el de instrumento de mediación pedagógica en todo el proceso de enseñanza-aprendizaje.  Por tal motivo, en el presente, se expone un planteamiento reivindicador para potencializar el cáracter didáctico de la imagen. Es posible abordar los estudios de la didáctica de la imagen con este enfoque, gracias a los nuevos entornos de aprendizaje propiciados por las tecnologías digitales, en las que las interfaces gráficas (construidas y configuradas por lenguajes visuales), constituyen precisamente el elemento didáctico de mediación pedagógica entre los actores: alumnos-profesores (usuarios), contenidos y tecnologías para el aprendizaje (interfaces gráficas - objeto), instituciones educativas y contexto (entorno), proceso de enseñanza-aprendizaje (acción pedagógica). Así, a partir del análisis de los componentes, la comunicación educativa, configuración visual, diseño y significación de la imagen didáctica son elementos de mediación pedagógica en los procesos de enseñanza-aprendizaje mediados por tecnologías digitales, en las que actúan como vehículo o medio los recursos didácticos digitales. Contacto principal: [email protected]

BETTER LEARNING AND INCREASED MOTIVATION TO LEARN WITH MOBILE TECHNOLOGY (DEVICES): A PRELIMINARY STUDY

2019 ◽  
Vol 16 (2) ◽  
pp. 80-88
Author(s):  
Vincentas Lamanauskas ◽  
Violeta Slekiene ◽  
Gabriel Gorghiu ◽  
Costin Pribeanu
Keyword(s):  
Science Teachers ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Educational Process ◽  
Mobile Technologies ◽  
Motivation To Learn ◽  
Teachers And Students ◽  
Preliminary Study ◽  
Teaching Learning ◽  
Educational Potential

Mobile technology is now part of the everyday life of teachers and students and thus tends to become an inseparable part of the educational activities. Teachers and students are increasingly using mobile technologies in teaching and learning. Therefore, it is purposeful to responsibly integrate technologies into the educational process. However, technical and pedagogical support is necessary in order to facilitate both teacher and students’ understanding of this educational potential. Besides, it is still very little known and there is very little evidence about the effectiveness of the application of these technologies in the teaching/learning process. This research aims to explore the perceptions of Romanian and Lithuanian teachers regarding the use of mobile technologies in education. Keywords: motivation to learn, mobile technology, preliminary study, science education, science teachers.

scholarly journals Mobile Learning Technologies

2018 ◽  
Vol 7 (3) ◽  
pp. 298
Author(s):  
Khalil Alsaadat
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Technological Development ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
University Campuses ◽  
Learning And Teaching ◽  
The World ◽  
Good Environment

<p>Technological development  have altered the way we communicate, learn, think, share, and spread information. Mobile technologies are those that make use of wireless technologies to gain some sort of data. As mobile connectedness continues to spread across the world, the value of employing mobile technologies in the arena of learning and teaching seems to be both self-evident and unavoidable The fast deployment of mobile devices and wireless networks in university campuses makes higher education a good environment  to integrate learners-centered m-learning . this paper discusses mobile learning technologies that are being used for educational purposes and the effect they have on teaching and learning methods.</p>

Media Streaming for Technological Innovation in Higher Education

2014 ◽  
pp. 691-712
Author(s):  
Moradeke Olaniyan ◽  
Deryn Graham
Keyword(s):  
Technological Innovation ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Media Streaming ◽  
Sample Survey ◽  
Educational Institutions ◽  
Learning Technology ◽  
E Learning ◽  
Streaming Technology ◽  
The University

Higher Educational Institutions (HEIs) can be slow in responding to technological innovation. Streaming technology offers a competitive advantage to a HEI if appropriately adopted and integrated with the marketing strategy compared to the Push-Pull strategy: when all available technological innovation is used to push educational options to the market and the potential people pull from the market. This chapter briefly describes the concepts of e-learning and media streaming, and their relationship to HEIs. The intangible business benefits of using media streaming to enhance teaching and learning in HEIs are explored through a literature review and small sample survey. The case study of a UK university is used to represent a HEI; e-learning technology is already in use within the university, considering the integration of media streaming technology into new or existing learning technologies. The hardware and software requirements are briefly examined, and possible business concerns and risks are identified with recommendations.

Teaching Fundamental Math Concepts

2015 ◽  
pp. 268-287 ◽  
Author(s):  
Jennifer Wall ◽  
Michael P. Rogers
Keyword(s):  
Elementary School ◽  
Mobile Devices ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mobile Technologies ◽  
Educational Institutions ◽  
School Classroom ◽  
Mathematics Teaching And Learning ◽  
Drill And Practice ◽  
Math Concepts

The use of mobile devices such as iPads to improve mathematics teaching and learning is on the rise. Parents are using them to informally teach their children (Franklin, 2011), teachers are using them for drill and practice (Murray & Olcese, 2011), and even politicians and administrators are pushing for more use of mobile technologies in classrooms (Murray & Olcese, 2011). With the increased prominence of iPads in the classroom—by 2013 Apple had sold 8 million iPads directly to educational institutions (Etherington, 2013)—the need for well-designed apps has never been greater. In this chapter, the authors explore what makes a good app, what to do when you cannot find the app that you need, and discuss how to successfully deploy apps in the elementary school classroom.

Wamda

2019 ◽  
pp. 203-226
Author(s):  
Athra Sultan Alawani
Keyword(s):  
Social Learning ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Arab World ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
Smart Systems ◽  
Learning Platform ◽  
Teachers Professional Development ◽  
Smart Mobile

Teachers' professional development programs need to be reconsidered to meet their expectations in the new digital era. Thus, there is need to consider the importance of offering mobile, informal, and social learning in the workplace through smart utilization of the emerging mobile technologies. This chapter introduces the features of an innovative mobile and social learning platform, which aims at improving teachers' performance in the UAE and the Arab world by promoting knowledge and skill through better integration of ICT in the teaching and learning process and better adoption of learner-centric learning. A smart mobile learning platform called “Wamda” is providing micro-courses that are relevant to the curriculum, experiential, and immersive. It is designed to utilize the power of mobile learning technologies, artificial intelligence techniques, and social networking approach. Through this chapter, the critical pedagogical and technical aspects of creating a smart mobile learning environment were elaborated and checked against a list of attributes of smart systems.

Impact and Role of AI Technologies in Teaching, Learning, and Research in Higher Education

2021 ◽  
pp. 190-203
Author(s):  
Pradeep Tomar ◽  
Shivani Verma
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
New Technologies ◽  
Educational Process ◽  
Higher Learning ◽  
Educational Institutions ◽  
Intelligent Machines ◽  
Human Thinking ◽  
Teaching Learning

The future of higher education is intrinsically linked with developments on new technologies and computing capacities of the new intelligent machines. In this field, advances in artificial intelligence open to new possibilities and challenges for teaching and learning in higher education with the potential to fundamentally change governance and the internal architecture of institutions of higher education. The role of technology in higher learning is to enhance human thinking and to augment the educational process, not to reduce it to a set of procedures for content delivery, control, and assessment. With the rise of AI solutions, it is increasingly important for educational institutions to stay alert and see if the power of control over hidden algorithms that run them is not monopolized by tech-lords. This chapter will cover all the positive and negative aspects of AI technologies on teaching, learning, and research in higher education.

Promoting Virtual Collaborative Learning with the Use of Mobile Devices

2020 ◽  
pp. 32-43
Author(s):  
Despo Ktoridou ◽  
Elli Doukanari
Keyword(s):  
Collaborative Learning ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Virtual Learning Environment ◽  
Mobile Technologies ◽  
Educational Institutions ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Process

With the ubiquity and rapidly expanding functionality of mobile technologies, educational institutions have the potential to improve and facilitate learning. More and more educators are employing communication, collaboration and sharing tools and resources to make learning more accessible, equitable, personalized and flexible for students everywhere. This study investigates the implementation of Cloud-Based Student-Centered Learning (CBSCL) environment with the use of mobile devices in an MIS course. For the purpose of the study, the data were elicited through students' focus groups and the lecturer's notes on CBSCL as a virtual learning environment. The data were examined based on content analysis. The results indicate that CBSCL can be a challenging collaborative learning experience and a motivating approach to teaching and learning; consequently, the students become responsible for their own learning and problem solving process.

scholarly journals impact of adopting of assessment for learning and adaptive learning system on students’ foreign language performance

2021 ◽  
Vol 7 (1) ◽  
pp. 221-228
Author(s):  
Alhassan Tijani Forgor
Keyword(s):  
Foreign Language ◽  
Effective Teaching ◽  
Adaptive Learning ◽  
Teaching And Learning ◽  
Learning System ◽  
Course Content ◽  
Assessment Feedback ◽  
Teaching Learning ◽  
Effective Teaching And Learning ◽  
Frequent Assessment

Globalisation has made the learning of foreign language very important, however, to provide effective teaching and learning of foreign languages to achieve better performance (anticipated targets) is necessary to understand the factors influencing teaching, learning, and attainment of learning targets of students. Based on factors such as knowing of course content, knowing of assessment schedule, frequent assessment, feedback after assessment, the adoption of adaptive learning system, and individualized learning environment the paper examines their impact on effective teaching and learning as well as better performance of learners at RUDN University. Using sum of squares regression model, it was found that knowing of course content and frequent assessment positively influence effective teaching and learning, while frequent assessment, feedback after assessment, and an individualised learning environment promote better performance of students by helping attain anticipated targets during their foreign language course. This is instructive to stakeholders to take the necessary steps required to help enhance teaching, learning and performance of learners.        

Integrating Digital/Mobile Learning Strategies With Students in the Classroom at the Historical Black College/University (HBCU)

2018 ◽  
pp. 390-408 ◽  
Author(s):  
Audrey McCrary Quarles ◽  
Cassandra Sligh Conway ◽  
Stanley Melton Harris ◽  
James Edward Osler II ◽  
Leslie Rech
Keyword(s):  
Learning Strategies ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
Millennial Students ◽  
Innovative Strategies ◽  
Global Impact ◽  
Discipline Area

Today's digital classroom must include contemporary learning strategies to interest the millennial students. Students are learning the latest digital/mobile technologies daily. Likewise, the professors must keep up with students and encourage universities to invest in digital technologies. Without this, how can students be ready for the working world and the global impact of education? Of course, this is not a question to answer right now; however, educators must take it serious in preparing students for the competitive workforce. Faculty must stay current with the latest digital/mobile technology and seek innovative strategies to keep abreast of research within the discipline area. This chapter's purpose is to: 1) examine authors' perception of digital/mobile learning technologies at HBCUs; 2) examine research on digital/mobile technology in classrooms; 3) discuss teaching and learning strategies that can impact the digital/mobile learning environment; and 4) note the global impact of learning strategies in classrooms.

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