Video Productions with Mobile Phones for Educational Purposes

2015 ◽  
pp. 1256-1272
Author(s):  
Nicolas A. Gromik
Keyword(s):  
Social Networking ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Video Recording ◽  
Video Production ◽  
Mobile Phone Technology ◽  
Video Sharing ◽  
Wide Range ◽  
Educational Potential

As mobile phone technology has evolved and features and hardware have been added and enhanced, users now have the opportunity to access their mobile devices anytime and anywhere for a wide range of purposes, from taking photos and recording or viewing audio and video files to editing and sharing these files privately or through social networking websites. This article reports on the use of mobile phones to produce videos for educational purposes. The connection between video production and mobile learning is presented first, followed by the benefits of using mobile phones for video production. This article closes by identifying some concerns and suggestions identified in the literature in order to establish a path for further research. With the increasing practice of video sharing for personal, work, or social networking purposes, it is likely that video production will receive further attention from researchers as they continue to assess the educational potential of the video recording feature available on mobile devices.

Characteristic of basic tools of mobile learning in informatics

2021 ◽  
pp. 9-13
Author(s):  
I. V. Izhdeneva
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Cognitive Activity ◽  
Point Of View ◽  
Learning Tools ◽  
Difficult Situation ◽  
Characteristic Features ◽  
Definition Of ◽  
Almost All ◽  
Educational Potential

The article actualizes the possibilities of mobile learning based on the use of mobile devices and technologies available to almost all students. Various approaches to the definition of the concept of "mobile learning" are analyzed, including techno-centric and information-centric approaches. The concept of mobility as one of the attributes of learning tools is revealed. The importance of mobile learning in the current difficult situation of distance learning during the pandemic is substantiated. The characteristic features of mobile learning are highlighted, affecting its main functions, learning tools and independence from the time and place of learning. Possible directions for the implementation of mobile learning are characterized, from simple transfer of educational content to compliance with basic educational theories. From the point of view of the functioning and directions of development of mobile learning, its basic principles in teaching informatics are formulated. The types of students' activities are briefly characterized; some advantages of mobile learning are highlighted and its features as visualization, interactivity, efficiency of use in teaching children with disabilities are characterized. Some popular educational apps for mobile devices are considered, their characteristics are given, and their educational potential is revealed. Examples of mobile applications are given, the use of which in informatics lessons will help to activate the educational and cognitive activity of students and stimulate them to engage in informatics, coding and robotics.

scholarly journals Acquiring Knowledge through Mobile Applications

2015 ◽  
Vol 9 (3) ◽  
pp. 71 ◽  
Author(s):  
Seyed Ebrahim Hosseini ◽  
Ezzadeen Kaed ◽  
Abdulsalam Alhazmi
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Daily Life ◽  
Wide Spread ◽  
Electronic Learning ◽  
Wide Range ◽  
New Learning ◽  
Learning Options

The use of mobile devices is increasing to exceeds millions of users and has become an important part of daily life. This wide spread has provided new advantages for a wide range of applications. In learning settings, the term M-Learning is considered the latest type of electronic learning introduced as a result of the mobile revolution in which new learning options are provided through mobile applications. This paper presents a review of M-Learning and summarises the main advantages as well as the potential challenges of mobile learning through mobile applications

scholarly journals Students’ Perception of Mobile Learning in a Blended Collaborative Learning Framework in Mathematics

2016 ◽  
Author(s):  
Joshua Abah Abah ◽  
Joseph Wuave Anyor
Keyword(s):  
Mobile Learning ◽  
Mobile Phones ◽  
Positive Impact ◽  
Tertiary Education ◽  
Learning Experience ◽  
Instructional System ◽  
Modern Society ◽  
Mobile Technologies ◽  
Emergent Technologies ◽  
Wide Range

Mobile phones have become ubiquitous in today’s modern society. More Nigerians are finding the use of mobile technologies a normal aspect of their daily lives. At the heart of the trend are students, who do not only own mobile gadgets for the basic necessity of communication, but also for social status, leisure and a wide range of applications. The extent of penetration and utilization of mobile phones in schools has led educationists to explore the possibilities of harnessing their positive impact on students’ educational experience. A device that is everywhere, every time with the learner can be used to encourage the learner to learn on-the-go. Mobile Learning provides the opportunity to extend students’ learning experience beyond the walls of the classroom, thereby offering the learner greater participation and control of the learning process. This study considers the efficacy of mobile learning when blended into a conventional instructional system. The results of the study indicate a paradigm shift in favour of efficient inclusion of emergent technologies in instructional processes, particularly at the tertiary education level.

Mobile Education Mitigating the Heavy Magnitude of Illiteracy in India

2015 ◽  
pp. 35-61
Author(s):  
Kshama Pandey
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Learning Approaches ◽  
Classroom Learning ◽  
Learning Materials ◽  
Wide Range ◽  
Mobile Education ◽  
The World ◽  
Time To Learn

This chapter introduces the concept of mobile learning as a means of portable learning. Through the use of mobile technology, citizens of the world will be able to access learning materials and information from anywhere and at any time. Learners will not have to wait for a certain time to learn or go to a certain place to learn. It presents the evolution of classroom learning to mobile learning. There has been made an effort to explore current perspectives of mobile learning. Approaches of m-learning suggest implication of mobile devices in the classroom. Pedagogical methods and instructional approaches of m-learning have also been explored in this chapter. Further, the authors make an attempt to give rational of mobile learning through various theories of m-learning. It suggests opportunities of mobile learning in the Indian scenario. Mobile learning can effectively support a wide range of activities for learners of all ages.

scholarly journals A Preliminary Investigation of Malaysian Student’s Daily Use of Mobile Devices as Potential Tools for STEM in a Local University Context

2018 ◽  
Vol 12 (2) ◽  
pp. 80
Author(s):  
Shamsul Arrieya Ariffin ◽  
Salman Firdaus Sidek ◽  
Mohd Fadhil Harfiez Mutalib
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Preliminary Investigation ◽  
New Approach ◽  
Preliminary Information ◽  
Science Technology ◽  
Educational Paradigm ◽  
And Mathematics ◽  
Descriptive Survey

<p>Mobile learning is a fairly new approach to the educational paradigm where learning is concerned.  The usage of mobile learning may also be extended to various fields including Science, Technology, Engineering, and Mathematics (STEM).   As Malaysia is lagging behind in STEM, this research is conducted to study preliminary information concerning mobile learning in a local university context, particularly, STEM. The method for this research is a descriptive survey. The results indicate that students already have some skills in using mobile phones, particularly multimedia skills, which can be applied to STEM.</p>

An Analysis of Mobile Learning in Education, Business, and Medicine

2011 ◽  
pp. 1-25 ◽  
Author(s):  
Dawn Stevens ◽  
Andrew Kitchenham
Keyword(s):  
United Kingdom ◽  
North America ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Phones ◽  
The United Kingdom ◽  
Mixed Method Design ◽  
The World ◽  
Learning Projects ◽  
Education Business

This chapter examines m-learning within education, business, and medicine. Specifically, three types of mobile devices were examined within the three subcategories of m-learning: the mobile phone or smartphone, the iPod, and the PDA. A mixed method design was used to review 40 m-learning articles and to synthesize the literature to explore m-learning projects around the world. The literature revealed that m-learning was used in many parts of the world, and most in North America, within all three fields. There were also numerous projects in Europe, Asia, the United Kingdom, and in Oceania. Mobile phones, smartphones, iPods, and PDAs were used in all three fields.

Mobile Education Mitigating the Heavy Magnitude of Illiteracy in India

2015 ◽  
pp. 200-227
Author(s):  
Kshama Pandey
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Learning Approaches ◽  
Classroom Learning ◽  
Learning Materials ◽  
Wide Range ◽  
Mobile Education ◽  
The World ◽  
Time To Learn

This chapter introduces the concept of mobile learning as a means of portable learning. Through the use of mobile technology, citizens of the world will be able to access learning materials and information from anywhere and at any time. Learners will not have to wait for a certain time to learn or go to a certain place to learn. It presents the evolution of classroom learning to mobile learning. There has been made an effort to explore current perspectives of mobile learning. Approaches of m-learning suggest implication of mobile devices in the classroom. Pedagogical methods and instructional approaches of m-learning have also been explored in this chapter. Further, the authors make an attempt to give rational of mobile learning through various theories of m-learning. It suggests opportunities of mobile learning in the Indian scenario. Mobile learning can effectively support a wide range of activities for learners of all ages.

scholarly journals Higher Education Instructors' Use, Perceptions, and Practices of Mobile Learning in Morocco

2021 ◽  
Author(s):  
Youness Zidoun ◽  
Nabil Zary
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Online Survey ◽  
Mobile Technologies ◽  
Digital Learning ◽  
Integration Model ◽  
Future Work ◽  
Educational Potential

Background: In an age where information is generally accessible, most of the interest these days has focused on how accessible and convenient technology can be. So small and personal, mobile devices can transform our perception of learning by combining both mobility and convenience. Mobile learning is part of the digital learning landscape alongside e-learning and serious games. However, knowledge about effective design of mobile learning experiences remains of interest with a focus on appropriate design models and the embodiments that can be implemented to achieve the intended educational outcomes. Exploring the instructor's perspective on mobile learning is essential. Therefore, the aim of this study was to investigate the Moroccan instructors' perception and practice of mobile learning to inform the development of an ecologically valid mobile learning integration model. Methods: Higher education Instructors (n=41) were recruited to the study. The Moroccan instructors' perception and their experiences regarding their adoption of mobile learning were collected using an online survey. The analysis focused on their mobile use, perceived IT competency, and opinions on mobile learning. Results: We described most of the instructors' considerations regarding integrating mobile technologies into their teaching activities. We found that most of the mobile learning activities defined by the respondents corresponded to relatively advanced use of mobile devices. More promising, instructors have found innovative ways to use the educational potential of mobile devices. However, the prospect of mobile devices was still to challenge. No or poor Wi-Fi connection, number of devices or limited access, sometimes fees or applications incompatibility were identified as reasons and obstacles to mobile learning usage. Conclusion: Mobile learning is mostly perceived positively among Moroccan instructors allowing many applications and usage to enhance teaching and learning. In this study, a better understanding of aspects and factors influencing the integration of mobile learning in the Moroccan educational context is exposed, helping further the development of an ecologically valid mobile learning integration model. Future work on mobile learning should consider the highly paced evolution of mobile technologies, emphasizing the flexibility of integration frameworks to support instructors and learners.

Challenges and Opportunities for News Media and Journalism in an Increasingly Digital Mobile

2020 ◽  
pp. 46-59
Author(s):  
Kheder Omar Lawa
Keyword(s):  
Social Media ◽  
Social Networking ◽  
Digital Media ◽  
Mobile Devices ◽  
News Media ◽  
Media Environment ◽  
Video Sharing ◽  
Intense Competition ◽  
The World ◽  
Challenges And Opportunities

This paper reviews challenges and opportunities for news media and journalism in today's changing media environment. It documents that we are moving towards an increasingly digital, mobile, and social media environment with more intense competition for attention. More and more people get news via digital media, they increasingly access news via mobile devices (especially smartphones), and rely on social media and other intermediaries in terms of how they access and find news. In this environment, a limited number of large technology companies enable billions of users across the world to navigate and use digital media in easy and attractive ways through services like search, social networking, video sharing, and messaging. As a consequence, these companies play a more and more important role in terms of (a) the distribution of news and (b) digital advertising.

Anywhere, Anytime Learning Using Highly Mobile Devices

2009 ◽  
pp. 144-151
Author(s):  
Mark van ‘t Hooft ◽  
Graham Brown-Martin ◽  
Karen Swan
Keyword(s):  
Mobile Devices ◽  
Mobile Phones ◽  
Text Messaging ◽  
Handheld Devices ◽  
Phone Calls ◽  
New Information ◽  
Wide Range ◽  
School Day ◽  
Nature Of Information ◽  
E Mail

In a world that is increasingly mobile and connected, the nature of information resources is changing. The new information is networked, unlimited, fluid, multimodal, and overwhelming in quantity. Digital technologies, such as mobile phones, wireless handheld devices, and the Internet, provide access to a wide range of resources and tools, anywhere and anytime. This type of access and connectivity has also had an impact on how we collaborate on projects and share media and therefore, greatly increases opportunities to learn inside and outside institutionalized school systems. Learners now have the tools to take learning beyond classrooms and the school day. The development of handheld devices can be traced back to Alan Kay’s vision of the Dynabook. As early as the 1970s, Kay envisioned a mobile, kid-friendly, notebook-sized computer with arti- ficial-intelligence capabilities that would support children’s learning inside and outside of school. Similar ideas soon followed in the form of devices such as the Psion I (1984), the GRiDPaD (1988), Amstrad’s PenPad, and Tandy’s Zoomer (1993), the Apple Newton (1993-1995), and the eMate (1997-1998). During the 1990s and early 2000s, Palm developed a series of handheld devices that defined the handheld market in North America, while Microsoft developed several versions of its Windows Mobile software that could be found on mobile devices made by such companies as HP, Dell, and more recently, Fujitsu Siemens (Bayus, Jain, & Rao, 1997; HPC Factor, 2004; Williams, 2004). There are also many devices whose primary function is entertainment or communication, including media players such as Apple iPods, portable gaming devices like the Sony PSP and the Nintendo DS, and, of course, mobile phones. These types of devices are becoming increasingly popular and multifunctional, with iPods being able to store and play music, pictures, and video; portable gaming devices sporting wireless capabilities for interaction between devices (and in the case of the PSP, Internet access); and mobile phones being used to shoot pictures and video, upload content to the Web or e-mail it elsewhere, do text messaging, and make phone calls. Whatever the device, convergence seems to be increasingly important, and growing numbers of young people are using these mobile, digital, and connected tools daily, whenever and wherever they need them, and this includes schools.

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