Teaching and Learning Requirements Engineering Based on Mobile Devices and Cloud

Organizations have suffered a large (r)evolution at social, economic and technological levels. The increasing number of mobile devices on day-to-day of the general population and particularly among youth people, leads to the emergence of new paradigms in several areas of activity, particularly in education. As an example of a new paradigm in teaching and learning process, mobile learning supported by cloud environments and Bloom's taxonomy could be appointed. In this paper and in the context of a course of 1st cycle, following the guidelines of courses in Information Systems provided by ACM / AIS, it is proposed the use of Google tools, aligned with Bloom's taxonomy, the model Blended Mobile Learning-Context Oriented in a Requirements Engineering course.

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Teaching and Learning Requirements Engineering Based on Mobile Devices and Cloud

Advances in Civil and Industrial Engineering - Handbook of Research on Applied E-Learning in Engineering and Architecture Education ◽

10.4018/978-1-4666-8803-2.ch012 ◽

2016 ◽

pp. 237-262 ◽

Cited By ~ 2

Author(s):

Fernando Moreira ◽

Maria João Ferreira

Keyword(s):

General Population ◽

Mobile Devices ◽

Requirements Engineering ◽

Mobile Learning ◽

Teaching And Learning ◽

Bloom's Taxonomy ◽

Learning Context ◽

New Paradigm ◽

Bloom’S Taxonomy ◽

Cloud Environments

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ACCOMMODATING MOBILE LEARNING IN COLLEGE PROGRAMS

Online Learning ◽

10.24059/olj.v17i1.314 ◽

2013 ◽

Vol 17 (1) ◽

Cited By ~ 2

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.

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The Impact of Mobile Learning on EFL Students’ Learning Behaviors and Perceptions: From Content Delivery to Blended Interaction

International Research in Higher Education ◽

10.5430/irhe.v5n4p25 ◽

2021 ◽

Vol 5 (4) ◽

pp. 25

Author(s):

Vo Thuy Linh ◽

Nguyen Ngoc Vu

Keyword(s):

Mobile Devices ◽

Mobile Learning ◽

Mobile Technology ◽

Teaching And Learning ◽

Theoretical Background ◽

Modern Technology ◽

Rapid Expansion ◽

Efl Students ◽

The Impact ◽

Learning English

Mobile learning (M - learning) emerges as the essential mark of technological revolution 4.0 and the great development of modern technology. It has proved that their smart functions were accompanied by the rapid expansion of mobile devices to support learning of learners everywhere and every time. Although mobile technology is expected to apply suitably to teaching and learning, the capacity of English as a Foreign Language (EFL) students to use mobile devices to support their English learning needs to be thoroughly evaluated. This paper is to present how EFL learners at a Vietnam University can exploit mobile technology by questionnaire through a survey of 300 EFL students. The investigation took place during the second semester of the 2018 - 2019 school year. The quantitative approach has been used to gather and analyze data, and results have shown that EFL students are confident of learning English through mobile devices through their use of mobile technology. This shows that learning English by mobile devices is feasible and has got positive perceptions from the students. Furthermore, the research results are expected to contribute as a theoretical background as reference for future researches related to mobile learning applications.

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The Cognitive, Affective, and Psychomotor Domains

Designing Instruction for the Traditional, Adult, and Distance Learner - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-60566-824-6.ch004 ◽

2010 ◽

pp. 52-68 ◽

Cited By ~ 2

Author(s):

Lawrence A. Tomei

Keyword(s):

Classification System ◽

Teaching And Learning ◽

Bloom's Taxonomy ◽

Learning Objectives ◽

Cognitive Domain ◽

Educational Objectives ◽

Bloom’S Taxonomy

The Taxonomy of Educational Objectives, better known as Bloom’s Taxonomy, is a classification system that governs how learning objectives are designed, implemented and assessed. First proposed in 1956, Benjamin Bloom began his scrutiny into educational objectives by exploring the cognitive domain (which will serve as the focus for this chapter). Later, with other colleagues including Lorin W. Krathwohl and S. R. Kibler, he considered the affective and psychomotor domains to round out his body of study. Bloom’s taxonomy differentiates six levels of teaching and learning: (1) knowledge, (2) comprehension, (3) application, (4) analysis, (5) synthesis, and (6) evaluation. This chapter offers a perspective for developing instruction purposely targeting the traditional learner.

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Podcasting as a Mobile Learning Technology

Human-Computer Interaction ◽

10.4018/978-1-4666-8789-9.ch050 ◽

2015 ◽

pp. 1064-1083

Author(s):

Fernando Rosell-Aguilar

Keyword(s):

Mobile Devices ◽

Mobile Learning ◽

Teaching And Learning ◽

Learning Technology ◽

Learning Tool ◽

Major Study ◽

Mobile Learning Technology

Despite the fact that portability was perceived as one of the major benefits of podcasting as a teaching and learning tool, little evidence has been found of users taking advantage of this feature for academic use. This paper reports on a major study (1886 responses) of iTunes U users. The analysis compares the responses of those participants who use static devices to play the materials they download with those of users who utilise mobile devices. The results show that more users play iTunes U materials from mobile devices than static devices. Users share some similarities in their use of podcasts but some marked differences as well, in contrast with previous research. The author argues that different perceptions and practices are based on whether the users are formal or informal learners and discuss the implications for the use of podcasting as a mobile learning technology.

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Teaching and Learning Modelling and Specification Based on Mobile Devices and Cloud

International Journal of Technology and Human Interaction ◽

10.4018/ijthi.2017100103 ◽

2017 ◽

Vol 13 (4) ◽

pp. 33-49 ◽

Cited By ~ 2

Author(s):

Fernando Moreira ◽

Maria João Ferreira

Keyword(s):

Higher Education ◽

Information Systems ◽

Mobile Devices ◽

Requirements Engineering ◽

Teaching And Learning ◽

Higher Education Institutions ◽

Modelling Language ◽

Unified Modelling Language ◽

Collaborative Environment ◽

Arduous Task

Teaching Requirements Engineering and, in particular modelling and specification requirements, at the higher education institutions is an “arduous” task according to the literature. In this way, it is proposed an approach that aims to contribute for filling this gap. So, in the context of a degree in Informatics, and following the guidelines of the Information Systems courses provided by ACM/AIS, we explore the Modeling and Specification (MS) of requirements using Unified Modelling Language (UML) integrated into the TLP (TLP-MS) activity of the BML Context Oriented (BML-CO) model. These activities (modelling and specification of requirements) are supported by the use of the Lucidchart tool in a collaborative environment.

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Mobile Learning

Advances in Media, Entertainment, and the Arts - Enhancing Art, Culture, and Design With Technological Integration ◽

10.4018/978-1-5225-5023-5.ch012 ◽

2018 ◽

pp. 234-257

Author(s):

Rui Leitão ◽

Joao M. F. Rodrigues ◽

Adérito Fernandes Marcos

Keyword(s):

Mobile Devices ◽

Mobile Learning ◽

Teaching And Learning ◽

Mobile Technologies ◽

Collaborative Technology ◽

Technological Advances ◽

Geometric Objects ◽

Geometric Solids ◽

Information And Communication ◽

Access Information

As a consequence of the technological advances and the widespread use of mobile devices to access information and communication in the last decades, mobile learning has become a spontaneous learning model, providing a more flexible and collaborative technology-based learning. Thus, mobile technologies can create new opportunities for enhancing the pupils' learning experiences. This chapter presents the development of a game to assist teaching and learning, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. Findings show that by using the game, students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex, and face in 3D solids.

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The Effectiveness of the Assignment of Dialogue with Shiah and Apostacy Groups via Facebook in the Coursework of Dakwah Information Technology

Proceeding of International Conference on Islamic Education ◽

10.51425/icie.vi.2 ◽

2016 ◽

pp. 1-15

Author(s):

Muhamad Faisal Ashaari ◽

Azimah Misrom ◽

Badlihisham Mohd Nasir

Keyword(s):

Information Technology ◽

New Media ◽

Teaching And Learning ◽

Bloom's Taxonomy ◽

The Third ◽

Bloom’S Taxonomy ◽

Third Stage ◽

Bloom Taxonomy

Nowadays, there are parties who deliberately spread doubts about Islam through the new media. Moreover, they attack Islam emotionally. Given that, students who pursue the course “Da'wah through Information Technology” in UKM are disclosed with those doubts and they are assigned to have dialogues with Shiite groups and apostate through Facebook. Indeed, the dialogue is a method of teaching and learning that can pass at least the third stage of Bloom Taxonomy and at the same time it can hone their skill of arguing. Students were asked to have dialogues with both groups to examine, to evaluate, to discuss, and to answer any doubt that they rise. This article discusses the findings of research on 50 students who pursue this course in Semester 1, 2013/14. The study found that this task really challenge the ability in arguing and students’ knowledge. Although they have tried the best, many feel that they could not convince their dialogue partners. Throughout the course, they have been using various means to develop the existing knowledge mainly referring the problem to friends and teachers in order to defend the argument in the dialogue. Therefore, this assignment can pass at least the third level of Bloom's Taxonomy and they feel that this is a good assignment and should be resumed for the next semester. This study recommends appointing the instructor to guide students in managing dialog efficiently.

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An Experimental Study of the Use of Design Thinking as a Requirements Elicitation Approach for Mobile Learning Environments

CLEI electronic journal ◽

10.19153/cleiej.18.1.5 ◽

2015 ◽

Cited By ~ 2

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.

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Aplikasi Ranah Kognitif Anderson & Krahthwohl dalam Pengajaran dan Pembelajaran Pantun di Sekolah Dasar

Journal of Humanities and Social Sciences ◽

10.36079/lamintang.jhass-0303.286 ◽

2021 ◽

Vol 3 (3) ◽

pp. 110-118

Author(s):

Ros Anita Kartini Mohamed ◽

Abdul Halim Ali ◽

Muhammad Nasir

Keyword(s):

Elementary Schools ◽

Primary Schools ◽

Teaching And Learning ◽

Bloom's Taxonomy ◽

Affective Domain ◽

School Level ◽

Cognitive Domain ◽

Educational Objectives ◽

Bloom’S Taxonomy

Taksonomi adalah klasifikasi benda mengikut ciri-ciri tertentu. Taksonomi dalam bidang pendidikan digunakan untuk mengklasifikasikan tujuan pendidikan, penyusunan penilaian dan kurikulum. Bloom telah mengkategorikan tiga ranah dalam pembelajaran, yaitu; ranah kognitif, ranah afektif dan ranah psikomotor. Taksonomi Bloom fokus pada terminologi (1) pengetahuan; (2) pemahaman; (3) penerapan; (4) analisis; (5) sintesis; dan (6) evaluasi. Sedangkan terminolginya berubah dengan adanya Taksonomi Revisi pada tahun 2001 oleh Anderson & Krathwohl dengan terminologi (1) mengingat; (2) memahami; (3) mengaplikasikan; (4) menganalisis; (5) menilai; dan (6) mencipta. Terminologi ini berubah dengan mempertimbangkan keperluan holistik agar lebih mudah dalam penerapannya oleh guru di sekolah. Fokus utama makalah ini adalah membahas ranah kognitif Revisi Anderson & Krathwohl 2001 dan penerapannya dalam pengajaran dan pembelajaran pantun di sekolah dasar. Anderson & Krahthwohl Cognitive Applications in Teaching and Learning Pantun in Elementary Schools Abstract: Taxonomy is the classification of things according to certain characteristics. Taxonomy in education is used to classify educational objectives, assessment and curriculum preparation. Bloom has categorized three domains in learning, namely; cognitive domain, affective domain and psychomotor domain. Bloom’s taxonomy focuses on the terminology of (1) knowledge; (2) understanding; (3) application; (4) analysis; (5) synthesis; and (6) evaluation. While the terminology changed with the introduction of the Revised Taxonomy in 2001 by Anderson & Krathwohl with the terminology (1) recalling; (2) understand; (3) apply; (4) analyze; (5) evaluate; and (6) create. This terminology changes by considering the holistic need to make it more relevant in its application by teachers at the school level. The main focus of this paper is a discussion on the cognitive domain of the 2001 Anderson & Krathwohl Revision and its application in the teaching and learning of verse in primary schools. Keywords: Bloom's Taxonomy, Cognitive Area, Poetry, Revised Taxonomy.

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