Accessing Learning Content in a Mobile System

2011 ◽  
pp. 1964-1977
Author(s):  
Anna Trifonova
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Learning System ◽  
Personal Digital Assistants ◽  
Learning Material ◽  
Mobile System ◽  
Learning Content ◽  
Clear Idea ◽  
Mobile Learning System

This chapter has the aim to point out an important functionality of a ubiquitous mobile system, and more specifically, its application in the learning domain. This functionality is the possibility to access the learning material from mobile devices, like PDAs (personal digital assistants) during their off-line periods and the technique to approach it, called hoarding. The chapter starts with the overview of a concrete mobile learning system—Mobile ELDIT, so as to give a clear idea of when and how this problem appears and why it is important to pay attention to it. Later, a description of the development approaches for both general and concrete solutions are discussed, followed by more detailed description of the important hoarding steps.

Accessing Learning Content in a Mobile System

2007 ◽  
pp. 198-215 ◽  
Author(s):  
Anna Trifonova
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Learning System ◽  
Personal Digital Assistants ◽  
Learning Material ◽  
Mobile System ◽  
Learning Content ◽  
Clear Idea ◽  
Mobile Learning System

This chapter has the aim to point out an important functionality of a ubiquitous mobile system, and more specifically, its application in the learning domain. This functionality is the possibility to access the learning material from mobile devices, like PDAs (personal digital assistants) during their off-line periods and the technique to approach it, called hoarding. The chapter starts with the overview of a concrete mobile learning system—Mobile ELDIT, so as to give a clear idea of when and how this problem appears and why it is important to pay attention to it. Later, a description of the development approaches for both general and concrete solutions are discussed, followed by more detailed description of the important hoarding steps.

Accessing Learning Content in a Mobile System

2009 ◽  
pp. 1367-1380 ◽  
Author(s):  
Anna Trifonova
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Learning System ◽  
Personal Digital Assistants ◽  
Learning Material ◽  
Mobile System ◽  
Learning Content ◽  
Clear Idea ◽  
Mobile Learning System

This chapter has the aim to point out an important functionality of a ubiquitous mobile system, and more specifically, its application in the learning domain. This functionality is the possibility to access the learning material from mobile devices, like PDAs (personal digital assistants) during their off-line periods and the technique to approach it, called hoarding. The chapter starts with the overview of a concrete mobile learning system—Mobile ELDIT, so as to give a clear idea of when and how this problem appears and why it is important to pay attention to it. Later, a description of the development approaches for both general and concrete solutions are discussed, followed by more detailed description of the important hoarding steps.

Accessing Learning Content in a Mobile System

2009 ◽  
pp. 219-231
Author(s):  
Anna Trifonova
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Learning System ◽  
Personal Digital Assistants ◽  
Learning Material ◽  
Mobile System ◽  
Learning Content ◽  
Clear Idea ◽  
Mobile Learning System

This chapter has the aim to point out an important functionality of a ubiquitous mobile system, and more specifically, its application in the learning domain. This functionality is the possibility to access the learning material from mobile devices, like PDAs (personal digital assistants) during their offline periods and the technique to approach it, called hoarding. The chapter starts with the overview of a concrete mobile learning system—Mobile ELDIT, so as to give a clear idea of when and how this problem appears and why it is important to pay attention to it. Later, a description of the development approaches for both general and concrete solutions are discussed, followed by more detailed description of the important hoarding steps.

Devised Mobile Learning System Based on Campus

2011 ◽  
Vol 271-273 ◽  
pp. 1160-1163
Author(s):  
Yan Xin Hu
Keyword(s):  
Mobile Learning ◽  
Learning System ◽  
Learning Content ◽  
Function Module ◽  
Basic Features ◽  
Mobile Learning System

Introduced the mobile learning content, analyzed the basic features of mobile learning, designed mobile leaening system based on campus, and each function module of mobile learning system.

A Mobile Learning Content-independent Versatile Ubiquitous System (CiVUS)

2012 ◽  
pp. 21-36
Author(s):  
Joel J.P.C. Rodrigues ◽  
Diogo Videira Sousa ◽  
Isabel de la Torre
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Engineering Students ◽  
Learning System ◽  
Study Group ◽  
Multimedia Contents ◽  
Learning Content ◽  
Ubiquitous System ◽  
Collaborative Activities ◽  
The University

Mobile learning (m-learning) introduces the idea of learning from virtually anywhere, regardless of the in-motion learner. This paper presents the development and impact of m-learning system capable to deliver personalized contents to the learner, called Content-independent Versatile Ubiquitous System (CiVUS). This solution promotes communication between learners and their teachers by encouraging learners to share self-made multimedia contents. Enabling interactivity makes mobile devices suitable for the development of collaborative activities amongst engineering students. CiVUS intends to offer support for engineering subjects study. It can be used inside or outside classrooms by learners and teachers, due to the mobility of these devices, at the time they find more suitable. The system has been validated and evaluated through a real usage. The study group collected answers from 10 teachers and 87 engineering students of the University of Beira Interior, Portugal and the University of Valladolid, Spain. The results demonstrate that the majority of the inquired people totally agree (all items over 72% for professors and 74% for students).

Adaptive Device Context Based Mobile Learning Systems

2011 ◽  
Vol 9 (1) ◽  
pp. 44-56 ◽  
Author(s):  
Haitao Pu ◽  
Jinjiao Lin ◽  
Yanwei Song ◽  
Fasheng Liu
Keyword(s):  
Mobile Computing ◽  
Information Transmission ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Learning Systems ◽  
Learning System ◽  
Transmission Parameters ◽  
E Learning ◽  
Contextual Environment ◽  
Mobile Learning System

Mobile learning is e-learning delivered through mobile computing devices, which represents the next stage of computer-aided, multi-media based learning. Therefore, mobile learning is transforming the way of traditional education. However, as most current e-learning systems and their contents are not suitable for mobile devices, an approach for mobile devices to adapt to e-learning is presented. To provide device-independence mobile learning services, a context-aware mobile learning approach is proposed. Firstly, the formal definitions of contexts and their influence on mobile learning services, including device contexts NCxt, matrix of information transmission parameters S, the degree of influence of the context NCxt on information transmission parameters Q, and adaptation coefficient E, are given. By using this approach, the mobile learning system is constructed. In an example using this approach, the authors detect the contextual environment of mobile computing and adapt the mobile learning services to the learners’ devices automatically.

Study on Mobile Learning Platform Based on Wireless Communication

2013 ◽  
Vol 347-350 ◽  
pp. 2223-2227
Author(s):  
Xian Ying Huang ◽  
Qiong Cao
Keyword(s):  
Wireless Communication ◽  
Mobile Learning ◽  
Rapid Development ◽  
Communication Technologies ◽  
Learning System ◽  
Feedback Information ◽  
Learning Content ◽  
Learning Platform ◽  
Wireless Terminal ◽  
Mobile Learning System

The rapid development of mobile technology has brought the change of learning. Mobile learning refers to a new kind of learning for the use of wireless communication technologies and mobile equipments to obtain the educational information, resources, and services. The framework of mobile learning system using wireless communication technology is proposed, a mobile learning support system with multiple wireless terminals is implemented which customs communication protocol to communicate with each other and uses multi-threading technology. The server push learning content to the terminal, learners receive information or to send information to the server through wireless terminal, to feedback information and interaction, and server processes terminal information, data analysis, and then sent to the learner. The system can be applied to a variety of mobile learning occasions, the application shows that the effect of the system effectively reduce the learning environment, and to increase the participation and interest of the learner, improve learning efficiency and learning outcomes.

scholarly journals Effects of using mobile devices on English listening diversity and speaking for EFL elementary students

2014 ◽  
Vol 30 (5) ◽  
Author(s):  
Wu-Yuin Hwang ◽  
Yueh-Min Huang ◽  
Rustam Shadiev ◽  
Sheng-Yi Wu ◽  
Shu-Lin Chen
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Language Proficiency ◽  
Mobile Learning ◽  
Inverse Correlation ◽  
Learning System ◽  
Learning Activities ◽  
Listening Skills ◽  
Listening Proficiency ◽  
Mobile Learning System

<p class="Abstract">This study designed learning activities supported by a mobile learning system for students to develop listening and speaking skills in English as a foreign language (EFL). How students perceive learning activities and a mobile learning system were examined in this study. Additionally, how different practices relate to students’ language proficiency was also explored. It was found that students had positive perceptions and intentions toward learning activities; thus, students were motivated to practice English skills more when using a mobile learning system. The results demonstrated how students’ speaking and listening skills practices using mobile devices had different correlations depending on their proficiency levels. For example, listening diversity, defined as the number of other classmates a student listened to, was found to have an inverse correlation with speaking and listening proficiency. This finding does not support previous research and indicates that students who carefully selected their listening partners performed better than those who did not. It was further found that the better students performed in English learning, the fewer partners they would choose. EFL instructors can use the insights of this study to design more effective language learning activities for students using mobile devices.</p><p class="Firstparagraphstyle"> </p>

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