MobiGlam

2012 ◽  
pp. 333-352
Author(s):  
Fatma Meawad ◽  
Geneen Stubbs
Keyword(s):  
Open Source ◽  
Learning Environments ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Real World ◽  
Virtual Learning Environments ◽  
Learning Activities ◽  
Wide Acceptance ◽  
End To End ◽  
Institutional Challenges

This chapter discusses the principles underpinning the design and the development of a framework, MobiGlam, which supports ubiquitous and scalable access to learning activities. The framework allows full end to end interconnectivity among open source virtual learning environments (VLEs) and Java-enabled mobile devices. Through this framework, interoperability and adaptivity techniques are combined to address the technical, pedagogical, and institutional challenges of mobile learning. The discussed framework achieved a level of flexibility and simplicity that resulted in a wide acceptance of the framework institutionally, allowing its use in various real world settings.

MobiGlam

2010 ◽  
pp. 52-71 ◽  
Author(s):  
Fatma Meawad ◽  
Geneen Stubbs
Keyword(s):  
Open Source ◽  
Learning Environments ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Real World ◽  
Virtual Learning Environments ◽  
Learning Activities ◽  
Wide Acceptance ◽  
End To End ◽  
Institutional Challenges

This chapter discusses the principles underpinning the design and the development of a framework, MobiGlam, which supports ubiquitous and scalable access to learning activities. The framework allows full end to end interconnectivity among open source virtual learning environments (VLEs) and Java-enabled mobile devices. Through this framework, interoperability and adaptivity techniques are combined to address the technical, pedagogical, and institutional challenges of mobile learning. The discussed framework achieved a level of flexibility and simplicity that resulted in a wide acceptance of the framework institutionally, allowing its use in various real world settings.

Open Source vs. Proprietary Collaborative Virtual Learning Environments

2015 ◽  
pp. 392-406
Author(s):  
Apostolos Mavridis ◽  
Andreas Konstantinidis ◽  
Thrasyvoulos Tsiatsos
Keyword(s):  
Collaborative Learning ◽  
Open Source ◽  
Learning Environments ◽  
Second Life ◽  
State Of The Art ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Learning Activities ◽  
Specific Scenario

This chapter is an evaluation of the efficiency of 3D Collaborative Virtual Learning Environments to facilitate the implementation of collaborative learning activities. Firstly, there is a presentation of the state of the art regarding open source as well as proprietary platforms. Afterwards, the use of a case study reveals issues concerning the suitability of open source Collaborative Virtual Learning Environments, rationalizing the choice of executing a collaborative learning scenario in Second Life. The specific scenario is then presented culminating in evaluation results related to the appropriateness of Second Life with regards to its technical and pedagogical affordances. Finally, students' suggestions and reactions towards such a novel didactical approach are discussed.

Open Source vs. Proprietary Collaborative Virtual Learning Environments

2014 ◽  
pp. 141-157
Author(s):  
Apostolos Mavridis ◽  
Andreas Konstantinidis ◽  
Thrasyvoulos Tsiatsos
Keyword(s):  
Collaborative Learning ◽  
Open Source ◽  
Learning Environments ◽  
Second Life ◽  
State Of The Art ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Learning Activities ◽  
Specific Scenario

This chapter is an evaluation of the efficiency of 3D Collaborative Virtual Learning Environments to facilitate the implementation of collaborative learning activities. Firstly, there is a presentation of the state of the art regarding open source as well as proprietary platforms. Afterwards, the use of a case study reveals issues concerning the suitability of open source Collaborative Virtual Learning Environments, rationalizing the choice of executing a collaborative learning scenario in Second Life. The specific scenario is then presented culminating in evaluation results related to the appropriateness of Second Life with regards to its technical and pedagogical affordances. Finally, students' suggestions and reactions towards such a novel didactical approach are discussed.

Supporting Mobile Access to VLE Resources through MobiGlam

2012 ◽  
pp. 315-332
Author(s):  
Fatma Meawad ◽  
Geneen Stubbs
Keyword(s):  
Learning Environments ◽  
Mobile Devices ◽  
Virtual Learning Environments ◽  
Added Value ◽  
Learning Activity ◽  
Mobile Access ◽  
Generic Framework ◽  
The University ◽  
The Impact

MobiGlam is a generic framework of interoperability with existing virtual learning environments (VLEs) that provides a compact and easy to use implementation of learning activity on Java enabled mobile devices. A case study was conducted at the University of Glamorgan, UK where MobiGlam was seamlessly integrated with the university’s VLE to support the delivery of computer courses at the foundation level. Such integration showed an added value to the participants and in many cases, it improved their use of the VLE. This chapter reports on the deployment, the evaluation, and the results of this case study. The results are analysed from two views: the impact on the participants’ use of the VLE and the framework’s overall usability.

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.

Design Guidelines for Location-Based and Contextual Learning Supported by Mobile Devices

2012 ◽  
Vol 3 (2) ◽  
pp. 26-43 ◽  
Author(s):  
Johan Eliasson ◽  
Robert Ramberg
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Physical Environment ◽  
Interaction Design ◽  
Design Guidelines ◽  
Video Data ◽  
Human Interaction ◽  
Learning Activities ◽  
Learning Goals ◽  
Device Interaction

In location-based and contextual mobile learning, students are continually mobile in the virtual, social, and physical environment. A common problem in this view of mobile learning is that students spend time focusing on the mobile devices at the expense of interacting with other students or exploring the physical environment. The authors approach this problem from an interaction design perspective, where they design and analyse geometry-learning activities in two iterations. Based on video data from groups of students participating in the learning activities, the authors analyse when mobile devices are in the foreground and background of their interaction. The authors present six guidelines for designing location-based and contextual mobile learning activities, where mobile devices support rather than distract students from contents and contexts relevant to the learning goals. Finally, the guidelines are evaluated using a model of interaction, which represents mobile device interaction as one of four different modes of human interaction with technology.

Designing Situated Learning Experiences

2009 ◽  
pp. 255-272 ◽  
Author(s):  
Hokyoung Ryu
Keyword(s):  
Learning Environments ◽  
Mobile Learning ◽  
Situated Learning ◽  
Learning Activities ◽  
Learning Support ◽  
Empirical Testing ◽  
Course Materials ◽  
Location Aware ◽  
Early Exploration ◽  
Depth Learning

To ensure the success of future mobile learning environments, it is essential to develop affordable and effective applications that are well matched to the needs of the users. Depending on their unique requirements, effective mobile learning applications should keep up with their learning activities rather than simply providing them with conventional course materials on mobile devices. As an early exploration of this line of study, this chapter designs and evaluates a location-aware learning organizer that helps university students to manage their learning activities on campus. We confirmed that this situated learning support experience could lead to markedly different in-depth learning activities. Empirical testing of the learning organizer also revealed some potential opportunities for the learners to be more engaged in further mobile learning activities.

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.

Sign in / Sign up

Export Citation Format

Share Document