EMxC3 = e&mLearning Cultivating Connected Communities

2016 ◽  
pp. 240-259 ◽  
Author(s):  
Dominic Mentor
Keyword(s):  
Learning Communities ◽  
Workforce Development ◽  
Technological Innovation ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Ecological System ◽  
Development Organization ◽  
Educational Framework ◽  
Organizational Needs ◽  
Connected Communities

This chapter covers the building of an ecological system to convert a workforce development organization to adopt blended electronic and mobile learning (e&mLearning) as part of its processes and practices. The chapter describes the organic approach to diffuse the technological innovation to cultivating supportive teaching and learning communities. Starting with the process of establishing and implementing an academic vision and strategy, the building of a blended, electronic, and mobile learning criteria taxonomy, as well as a technology integrated educational framework. The results and findings of the implementation of an LMS as the foundation of the e&mLearning vision is also shared followed by recommendations from current successes and organizational needs.

EMxC3 = e&mLearning Cultivating Connected Communities

2018 ◽  
pp. 1726-1745
Author(s):  
Dominic Mentor
Keyword(s):  
Learning Communities ◽  
Workforce Development ◽  
Technological Innovation ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Ecological System ◽  
Development Organization ◽  
Educational Framework ◽  
Organizational Needs ◽  
Connected Communities

This chapter covers the building of an ecological system to convert a workforce development organization to adopt blended electronic and mobile learning (e&mLearning) as part of its processes and practices. The chapter describes the organic approach to diffuse the technological innovation to cultivating supportive teaching and learning communities. Starting with the process of establishing and implementing an academic vision and strategy, the building of a blended, electronic, and mobile learning criteria taxonomy, as well as a technology integrated educational framework. The results and findings of the implementation of an LMS as the foundation of the e&mLearning vision is also shared followed by recommendations from current successes and organizational needs.

Electronic and Mobile Learning for Workforce Development

2019 ◽  
pp. 181-208
Author(s):  
Dominic Mentor
Keyword(s):  
Learning Communities ◽  
Workforce Development ◽  
Technological Innovation ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Development Organization ◽  
Educational Framework ◽  
Digital Ecosystem ◽  
Organizational Needs

This chapter covers the construction of a digital ecosystem grown organically to digitize a workforce development organization. A criteria matrix was developed from a listening tour to plan and adopt blended, electronic, as well as mobile learning (e&mLearning) as part of its practices. The chapter describes the organic approach to diffuse the technological innovation for cultivating supportive teaching and learning communities. The process started with the establishment and implementation of an academic vision and strategy; the building of a blended, electronic, and mobile learning criteria taxonomy; as well as a theoretically informed, technology integrated educational framework. The results and findings of the implementation of an LMS as the foundation of the e&mLearning vision is shared, followed by recommendations from successes and organizational needs.

Augmenting Education

2016 ◽  
pp. 160-180 ◽  
Author(s):  
Russell William Beauchemin
Keyword(s):  
Learning Communities ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Physical Reality ◽  
Mobile Technologies ◽  
Learning Tools ◽  
Google Glass ◽  
Virtual Realities ◽  
Operating Theatres ◽  
Teaching Learning

This chapter covers research surrounding augmented and virtual realities as types of mobile technologies for teaching and learning. The efficacy of these technologies as mobile learning tools will be presented and how these technologies might be used to enhance or even create contemporary classrooms such as virtual operating theatres and virtual tours while on-the-go. The chapter will also present some conclusions that can be drawn from various augmented and virtual realities research using Google Glass and Google Cardboard as well as challenges and concerns in terms of privacy and detachment from physical reality. Finally, this chapter presents examples of how Google Glass Explorers use AR devices to deconstruct traditional segmented classrooms and reconstruct modern-day learning communities where teaching, learning, collaborating, and sharing become integrated.

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.

The Development of Mobile Learning (M-Learning) Apps Adik-Adik Jawi to Enhance Learning Experience in Arabic Calligraphy

2021 ◽  
Vol 02 (01) ◽  
Author(s):  
Mohd Hatta Mohamed Ali ◽  
◽  
Anwar Hafidzi ◽  
Juliana Mohamed ◽  
Mariam Abdul Hamid ◽  
...  
Keyword(s):  
Mobile Learning ◽  
Teaching And Learning ◽  
Development Process ◽  
Learning Experience ◽  
Learning Activities ◽  
Learning Approach ◽  
Application Development ◽  
Research Article ◽  
Arabic Calligraphy

History has proven the development of Jawi calligraphy is in line with the development of Islam in the archipelago. It is the root of the nation’s identity that must be defended and maintained. As with other subjects, the challenge to learning Jawi calligraphy at this time is that the whole world including Malaysia is affected by the COVID 19 pandemic. Therefore, all learning activities are now geared towards teaching and learning from home (PdPR) as methods to ensure the continuity of education. Therefore, it is very important that Jawi calligraphy is given a new breath in teaching and learning. This research article will discuss the mobile learning approach (M-Learning) for Jawi calligraphy. Important elements discussed include the application development process according to the needs of teaching and learning activities. The features of the application that contribute to the improvement of students’ learning experience as well as the results of tests performed on students are also stated. The success of this M-Learning application for learning Jawi calligraphy will certainly be able to be further expanded to the learning of other subjects in various fields.

Professional Development In Kosovo – Research Of Training Programs And Tests

2021 ◽  
Author(s):  
Bekim Samadraxha ◽  
Veton Alihajdari ◽  
Besim Mustafa ◽  
Ramë Likaj
Keyword(s):  
Professional Development ◽  
Workforce Development ◽  
Teaching And Learning ◽  
Training Programs ◽  
Continuing Professional Development ◽  
Added Value ◽  
Factors Affecting ◽  
Career Structure ◽  
Teacher Professional ◽  
And Training

Vocational Education Teachers are one of the main important assets for workforce development. This study of the workforce of VET teachers in selected partner countries has two main goals. The aim of this research is to evaluate the level of teacher’s development and training programs and test as well, to inform national policymakers about the situation and the needs of the VET teachers and, secondly, to help monitoring the implementation and the change of the teacher professional development. The methodology to be used is based on qualitative research methods, including interviews und surveys. A major focus of the survey is to enable policy makers to understand what is required to bring along improvements in the Continuing Professional Development (CPD) quality, effectiveness and responsiveness, as well as factors affecting teacher effectiveness in general, such as their motivation and career structure. Professional development for teachers and trainers is widely recognized as a vital tool for the educational reform (Bicaj, 2013). Research shows that the professional development can enduring improve the quality of teaching and learning, enhancing the effectiveness of education and training and providing added value to students, teachers and employers. There is no doubt about the importance of the Continuing Professional Development of VET teachers. Kosovo has for many years developed extensive policies to address this issue, and currently these policies are being implemented.

scholarly journals Status Quo and Prospective of WeChat in Improving Chinese English Learners’ Pronunciation

2017 ◽  
Vol 10 (4) ◽  
pp. 140 ◽  
Author(s):  
Kanghui Wang
Keyword(s):  
New Media ◽  
Mobile Learning ◽  
English Learners ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Handheld Devices ◽  
Self Directed Learning ◽  
Support Functions ◽  
English Pronunciation ◽  
Chinese English Learners

With the ubiquitous usage of wireless, portable, and handheld devices gaining popularity in 21st century, the revolutionary mobile technology introduces digital new media to educational settings, which has changed the way of traditional teaching and learning. WeChat is one of the most popular social networking applications in China featured by its interactivity and real-time communication that has attracted attention of educators to its pedagogical value. This study evaluates the utilization of WeChat in mobile learning and, in particular, its potential for improving English pronunciation among English learners in China. It probes into the perennial problems of Chinese students in English pronunciation acquisition and oral practice, discusses WeChat’s support functions in mobile learning, demonstrates the relevant empirical studies of WeChat in teaching and learning, and analyses the potential value of using WeChat in improving English pronunciation. Examinations in this paper enable one to reflect on the strengths of mobile learning by WeChat and to explore how this social media tool is likely to solve the pronunciation difficulties of Chinese English learners. It is found that applying WeChat to English pronunciation teaching and practicing helps create better self-directed learning environment, enhance learning flexibility and improve oral learning effectiveness. It is hopefully that insights gained from examining how WeChat helps improve English pronunciation learning will shed light on further innovations of teaching designs in this area.

scholarly journals Factors Affecting Students’ Acceptance of Mobile Learning Application in Higher Education during COVID-19 Using ANN-SEM Modelling Technique

Electronics ◽  
2021 ◽  
Vol 10 (24) ◽  
pp. 3121
Author(s):  
Mohammed Amin Almaiah ◽  
Enas Musa Al-lozi ◽  
Ahmad Al-Khasawneh ◽  
Rima Shishakly ◽  
Mirna Nachouki
Keyword(s):  
Mobile Learning ◽  
Teaching And Learning ◽  
Service Providers ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Modelling Technique ◽  
Distance Teaching ◽  
Perceived Ease Of Use ◽  
Learning Platform ◽  
Learning Platforms

Due to the COVID-19 pandemic, most universities around the world started to employ distance-learning tools. To cope with these emergency conditions, some universities in Jordan have developed “mobile learning platforms” as a new tool for distance teaching and learning for students. This experience in Jordan is still new and needs to be evaluated in order to identify its advantages and challenges. Therefore, this study aims to investigate students’ perceptions about mobile learning platforms as well as to identify the crucial factors that influence students’ use of mobile learning platforms. An online quantitative survey technique using Twitter was employed to collect the data. A two-staged ANN-SEM modelling technique was adopted to analyze the causal relationships among constructs in the research model. The results of the study indicate that content quality and service quality significantly influenced perceived usefulness of mobile learning platforms. In addition, perceived ease of use and perceived usefulness significantly influenced behavioral intention to use mobile learning platforms. The study findings provide useful suggestions for decision makers, service providers, developers, and designers in the ministry of education as to how to assess and enhance mobile learning platform quality and understanding of multidimensional factors for effectively using mobile learning platforms.

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>

scholarly journals Case Study: A Systematic Review of the Most Effective Career Training Programs for a Workforce Board

10.28945/4571 ◽  
2020 ◽  
Vol 4 ◽  
pp. 049-063
Author(s):  
Denise A Breckon ◽  
Kate L Goldberg ◽  
Candace C Pruett ◽  
Maria A Harsanyi ◽  
Robert C Rodriguez
Keyword(s):  
Systematic Review ◽  
Workforce Development ◽  
Training Programs ◽  
Research Problem ◽  
Advanced Manufacturing ◽  
Job Seekers ◽  
Non Profit ◽  
Career Training ◽  
Development Organization ◽  
Marine Economy

A systematic review was conducted for a state-sponsored workforce board, a non-profit quasi-governmental workforce development organization located in the northeastern U.S., to determine what are the most effective career training programs in healthcare, advanced manufacturing, hospitality, and marine economy industries for job seekers in U.S. based organizations. The absorptive capacity theory was utilized in examining the research problem through a theoretical lens. The results indicated that on-the-job training (OJT) was found to be the most effective training technique across all the industries. Career advising was also considered a crucial element of career training within the healthcare, hospitality, and marine economy industries. Recommendations for the workforce board included revamping their current OJT program and connecting with career advisors at the local high schools. Industry-specific recommendations for the workforce board included providing academic support in healthcare, workforce flexibility in advanced manufacturing, multilingual training in hospitality, and exposure to oceanic concepts in academics for the marine economy.

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