Toward a Framework and Learning Methodology for Innovative Mobile Learning

2018 ◽  
pp. 266-286 ◽  
Author(s):  
Ebba Ossiannilsson ◽  
Nicolas Ioannides
Keyword(s):  
Mobile Learning ◽  
Mobile Technology ◽  
21St Century ◽  
Learning Experience ◽  
Educational Institutions ◽  
Learning Collaborative ◽  
Personal Learning ◽  
Challenge Based Learning ◽  
Micro Learning

The purpose of this chapter is to identify, analyze, and present multiple learning methodologies and frameworks that are available to academics today. The chapter begins with the presentation and analysis of a range of learning methodologies, such as mobile learning, micro learning, personal learning, challenge-based learning, collaborative learning, and ubiquitous learning. In addition, the purpose of higher educational institutions and the use of emerging technologies are discussed. Based on the findings, a theoretical framework and learning methodology for innovative mobile learning are proposed to meet the challenges of enhancing and cultivating innovative mobile learning in the 21st century. Finally, suggestions are provided regarding the role of academics and how mobile technology could be incorporated into the overall learning experience.

Fostering Collaboration and Digital Literacy with Mobile Technology

2014 ◽  
pp. 43-57 ◽  
Author(s):  
Michael S. Mills
Keyword(s):  
Mobile Technology ◽  
21St Century ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Learning Experience ◽  
Traditional Classroom ◽  
Multimodal Literacy ◽  
21St Century Classroom ◽  
Cognitive Benefits ◽  
Collaborative Activities

Multimodal literacies are an essential construct of the 21st century classroom, and mobile technology will serve to facilitate the collaborative creation of multimodal digital content. The mission of this chapter is to highlight the potential of mobile technology as a means for enabling collaborative activities and fostering effective communication. Over the past several decades, there has been a tremendous shift in how educators and students communicate, learn, and share ideas. The proliferation of mobile computing devices to a near-ubiquitous level has amplified this shift and compels educators to seek ways to harness the power of these devices to break down the barriers of the traditional classroom in an effort to make way for a more collaborative, reflective learning experience. Drawing on recent research on the cognitive benefits of multimodal literacy instruction and its potential for increasing opportunities for student engagement, this chapter provides a rationale for and subsequently sketches a practical approach for fostering collaborative, multimodal literacy practices through mobile technology.

Technology

2013 ◽  
pp. 135-149
Author(s):  
Rita Gravina ◽  
Helena Pereira-Raso
Keyword(s):  
Social Networking ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Educational Institutions ◽  
Classroom Teachers ◽  
Teaching And Learning Strategies ◽  
Teachers And Students ◽  
Social Networking Tools

Collaboration is an important aspect of how our world functions today and an element at the core of rich learning opportunities. The role of educational institutions is one that provides provoking settings so that learning is deep and sustained well beyond the classroom walls. Learners are currently in a paradigm where they are able to learn at all hours of the day; they are no longer in a framework where learning is exclusive to a classroom. Teachers and students at The Bishop Strachan School are exploring this through the various uses of teaching and learning strategies and enriching these strategies with Web 2.0 applications. This chapter will present early explorations in the school with Wiki pages, social networking tools, such as NINGs, interactive timelines, and real-time applications, such as Google apps. Each of the cases provides an authentic learning experience for students and moves the student’s work out into the world.

Meeting the Challenges in Evaluating Mobile Learning

2011 ◽  
pp. 178-194 ◽  
Author(s):  
Giasemi Vavoula ◽  
Mike Sharples
Keyword(s):  
Mobile Learning ◽  
Mobile Technology ◽  
Cultural Context ◽  
Learning Experience ◽  
Learning Processes ◽  
Macro Level ◽  
Learning In Context ◽  
Meso Level ◽  
Micro Level ◽  
Context Of Learning

We propose six challenges in evaluating mobile learning: capturing and analysing learning in context and across contexts, measuring mobile learning processes and outcomes, respecting learner/participant privacy, assessing mobile technology utility and usability, considering the wider organisational and socio-cultural context of learning, and assessing in/formality. A three-level framework for evaluating mobile learning is proposed, comprising a micro level concerned with usability, a meso level concerned with the learning experience, and a macro level concerned with integration within existing educational and organisational contexts. The article concludes with a discussion of how the framework meets the evaluation challenges and with suggestions for further extensions.

scholarly journals Exploring the moderating role of perceived flexibility advantages in mobile learning continuance intention (MLCI)

2014 ◽  
Vol 15 (3) ◽  
Author(s):  
Rui-Ting Huang ◽  
Chia-Hua Hsiao ◽  
Tzy-Wen Tang ◽  
Tsung-Cheng Lien
Keyword(s):  
Mobile Learning ◽  
Mobile Technology ◽  
Subjective Norm ◽  
The Body ◽  
Perceived Usefulness ◽  
Self Management ◽  
Continuance Intention ◽  
The Relationship ◽  
Moderating Role

<p>The primary purpose of this study was to explore the key factors that could affect mobile learning continuance intention (MLCI), and examine the moderating effect of perceived flexibility advantages (PFA) on the relationship between key mobile learning elements and continuance intention. Five hundred undergraduate students who had previously adopted mobile devices to learn English took part in this study. Partial least squares (PLS) analysis was utilized to test the hypotheses in this study. It has been found that the perceived usefulness of mobile technology, subjective norm, and self-management of learning could be closely linked to mobile learning continuance intention. With particular respect to the moderating role of perceived flexibility advantages, it has been demonstrated that PFA could moderate the relationship between perceived usefulness of mobile technology and mobile learning continuance intention, as well as the association between subjective norm and mobile learning continuance intention, whereas PFA did not moderate the link between self-management of learning and mobile learning continuance intention.This report has further added to the body of knowledge in the field of mobile learning through empirical examination.</p>

Fostering Collaboration and Digital Literacy With Mobile Technology

2017 ◽  
pp. 973-988
Author(s):  
Michael S. Mills
Keyword(s):  
Mobile Technology ◽  
21St Century ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Learning Experience ◽  
Traditional Classroom ◽  
Multimodal Literacy ◽  
21St Century Classroom ◽  
Cognitive Benefits ◽  
Collaborative Activities

Multimodal literacies are an essential construct of the 21st century classroom, and mobile technology will serve to facilitate the collaborative creation of multimodal digital content. The mission of this chapter is to highlight the potential of mobile technology as a means for enabling collaborative activities and fostering effective communication. Over the past several decades, there has been a tremendous shift in how educators and students communicate, learn, and share ideas. The proliferation of mobile computing devices to a near-ubiquitous level has amplified this shift and compels educators to seek ways to harness the power of these devices to break down the barriers of the traditional classroom in an effort to make way for a more collaborative, reflective learning experience. Drawing on recent research on the cognitive benefits of multimodal literacy instruction and its potential for increasing opportunities for student engagement, this chapter provides a rationale for and subsequently sketches a practical approach for fostering collaborative, multimodal literacy practices through mobile technology.

Re-Establishing the School in the Light of Information Technology

2020 ◽  
pp. 184-202
Author(s):  
Süheyla Bozkurt
Keyword(s):  
Information Technology ◽  
21St Century ◽  
Information Technologies ◽  
Educational Institutions ◽  
The Internet ◽  
School Structure ◽  
The World ◽  
The Future ◽  
Insight Into

The aim is to open the discussion of the concept of education and school that emerged as a result of the changes in information technologies and to provide insight into the future educational institutions. Firstly, the effects of changes in the world on educational institutions were discussed. The skills needed by the world were introduced and finally the 21st century Web 1.0, 2.0, 3.0, and 4.0 technologies, which are information sharing methods that enable data sharing over the internet. In the conclusion part, a school structure where principles such as personalized ways and methods of access to information, development of creativity, acquisition of necessary methods for reasoning, integration of information with systematic attitude is proposed. For the schools of the future, it has been concluded that the elements of education such as classrooms, technique, methods, tools, and materials, and the role of the teacher should be reconsidered, and the school should be designed in a way that individuals can establish their own knowledge sphere within the boundaries of the school buildings.

ARCHIVING LIFE DEVELOPMENT AND ITS PERSPECTIVES IN THE FUTURE

2019 ◽  
pp. 314
Author(s):  
Laila Tihovska
Keyword(s):  
21St Century ◽  
Information Technologies ◽  
Educational Institutions ◽  
New Information ◽  
National Archives ◽  
Important Direction ◽  
Image Archives ◽  
Wide Access ◽  
Access To Documents

The function of research and promotion is not unique only to museums and libraries, but also to archives, because these institutions’ activity is aimed to public needs. Nowadays greater importance is given to the archives communication. Communication with public is one of the components of the archive image. Archives cooperate to a much greater extent with public, informing people and making people aware of national documentary heritage. The archives cooperation with educational institutions and teachers is positively regarded. The important direction of the Latvian National Archives activity is the document digitization in order to expand access to documents. Therefore, with the possibilities of new information technologies, the archive becomes more open. Most recently the important role of archives activity was only documents accumulation for evaluation and preservation. Until 21st century there was not a wide access to the archival records, therefore archives pedagogy is a new branch in Latvia.

scholarly journals THE USE OF MOBILE LEARNING AS A MODERN INFORMATION TECHNOLOGY IN LEARNING OF FOREIGN LANGUAGE IN THE EDUCATIONAL INSTITUTIONS

2020 ◽  
Author(s):  
Beket Kenzhegulov ◽  
Zhumagul Saydolkyzy ◽  
Saule Zhubanova ◽  
Murat Pirzhanov
Keyword(s):  
Mobile Learning ◽  
Mobile Technology ◽  
Educational Institutions ◽  
Learning Technology ◽  
Modern Information Technology ◽  
Current Trends ◽  
Mobile Learning Technology ◽  
Widespread Availability ◽  
Effective Use ◽  
First World

The article examines the current trends of mobile learning in modern education. Some of the aspects of implementation such mobile approach are mentioned below. It is noted that despite the widespread availability of different types of mobile phones among students, mobile learning poorly distributed in high schools of Kazakhstan. The technical and psychological readiness of students to use mobile technology in the learning process is analyzed. Also, the experience of the first world mobile learning technology is examined. Based on that findings some of the advantages and the most suitable mobile devices are outlined. These devices. which originally were developed for entertainment might play a crucial role in increasing the efficiency of Kazakhstan's education sector. It concludes that most of today’s students are ready both technically and psychologically to use mobile technology in education, and it is highly important to consider any new opportunities for more effective use of mobile learning.

Driving an Entrepreneurial Mindset and Intentions Through Entrepreneurial Education in Thailand with the Mediation of Entrepreneurial Inspiration

2019 ◽  
Vol 16 (11) ◽  
pp. 4614-4621
Author(s):  
Phrakhruopatnontakitti
Keyword(s):  
Higher Education ◽  
Learning Experience ◽  
Entrepreneurship Education ◽  
Current Paper ◽  
Educational Institutions ◽  
Entrepreneurial Education ◽  
Higher Educational Institutions ◽  
Or Education ◽  
Entrepreneurial Learning

This research was intended to examine the influence of “EE” (Entrepreneurial Education) on learners’ “EM” (Entrepreneurial Mindsets) in higher-education in Thailand. Utilizing a mediating model, the present study focuses “Entrepreneurial Mindset” as a new effect of entrepreneurial learning or education and states the lack of study on the association among entrepreneurship education and entrepreneurial mindsets. Relied on 267 respondents from various campuses in Thailand, this paper demonstrated that the effect of entrepreneurship education on entrepreneurial mindsets is significant. Entrepreneurial education considerably enriched the entrepreneurial inspiration of students, which in-turn, supported the creation of learners’ entrepreneurial mindset. At a significant level, entrepreneurial inspiration as well as mediated the effect of entrepreneurship education on EM. The involvement and intention of students’ in EE create a significant effect on their EM which favors the role of learning experience in the EE and EE connection. This paper results also contribute to theories of EE and EM and mainly to the comprehension of not just either, though as well as how EE impacts EM in the settings of higher educational institutions. The consequences of the current paper can support to notify the forthcoming assessment and design of the programs of EE.

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