Supporting Mobile Access to VLE Resources through MobiGlam

2010 ◽  
pp. 315-333 ◽  
Author(s):  
Fatma Meawad ◽  
Geneen Stubbs
Keyword(s):  
Learning Environments ◽  
Mobile Devices ◽  
Virtual Learning Environments ◽  
Added Value ◽  
Learning Activity ◽  
Mobile Access ◽  
Generic Framework ◽  
The University ◽  
The Impact

MobiGlam is a generic framework of interoperability with existing virtual learning environments (VLEs) that provides a compact and easy to use implementation of learning activity on Java enabled mobile devices. A case study was conducted at the University of Glamorgan, UK where MobiGlam was seamlessly integrated with the university’s VLE to support the delivery of computer courses at the foundation level. Such integration showed an added value to the participants and in many cases, it improved their use of the VLE. This chapter reports on the deployment, the evaluation, and the results of this case study. The results are analysed from two views: the impact on the participants’ use of the VLE and the framework’s overall usability.

Supporting Mobile Access to VLE Resources through MobiGlam

2012 ◽  
pp. 315-332
Author(s):  
Fatma Meawad ◽  
Geneen Stubbs
Keyword(s):  
Learning Environments ◽  
Mobile Devices ◽  
Virtual Learning Environments ◽  
Added Value ◽  
Learning Activity ◽  
Mobile Access ◽  
Generic Framework ◽  
The University ◽  
The Impact

MobiGlam is a generic framework of interoperability with existing virtual learning environments (VLEs) that provides a compact and easy to use implementation of learning activity on Java enabled mobile devices. A case study was conducted at the University of Glamorgan, UK where MobiGlam was seamlessly integrated with the university’s VLE to support the delivery of computer courses at the foundation level. Such integration showed an added value to the participants and in many cases, it improved their use of the VLE. This chapter reports on the deployment, the evaluation, and the results of this case study. The results are analysed from two views: the impact on the participants’ use of the VLE and the framework’s overall usability.

Reflections on developing Technology-Enhanced Learning through staff-student partnership - a case study of using mobile devices cross-institutionally

2017 ◽  
Vol 3 (1) ◽  
pp. 243 ◽  
Author(s):  
Matt Elphick ◽  
Stuart Sims
Keyword(s):  
Mobile Devices ◽  
Technology Enhanced Learning ◽  
Learning And Teaching ◽  
Pilot Scheme ◽  
Integration Of Technology ◽  
Student Projects ◽  
The University ◽  
The Impact ◽  
Enhanced Learning

Drawing upon project outputs from seven staff-student partnership projects, this case study explores the impact of a pilot programme to integrate the use of mobile devices into learning and teaching at the University of Winchester. This ‘iPilot’ was designed to give students and staff the opportunity to lead change around the integration of technology into teaching, supported by the Student Fellows Scheme (SFS). We outline the principles behind these partnerships and explore the role that having Student Fellows in a pedagogical leadership position had upon the wider project. This article represents the perspectives of both the co-ordinator of the pilot scheme and the SFS to give a centralised view of a project that was devolved to different programmes. While all of the staff-student projects had a degree of success in furthering the way that mobile devices are used in their respective programmes, many projects veered away from the principles of partnership working which were built into the initial plans for the iPilot. We reflect on barriers encountered in this project and make recommendations based on this experience of how to ensure that the key principles of enhancement are being adhered to, rather than using partnership working in a tokenistic way.

Usability of Online Virtual Learning Environments

2013 ◽  
pp. 41-58
Author(s):  
Ian John Cole
Keyword(s):  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Theoretical Frameworks ◽  
Technological Barriers ◽  
Research Findings ◽  
Key Issues ◽  
Definition Of ◽  
The Impact

This chapter explores key issues in relation to the human computer interactions that are supported through Virtual Learning Environments (VLEs). It focuses particularly on the usability of online learning environments and highlights the impact usability can have on the learning experiences of users. The authors adopt a definition of usability that relates to the usability of virtual learning environments, specifically, and provides guidance on how to assess the usability of VLEs by offering the Multidimensional Usability Model (MUM). The MUM model is designed to identify the factors that can form technological barriers to effective Human Computer Interaction (HCI). This chapter also offers an evaluation of the theoretical frameworks, criteria, and methodologies currently available; these draw on research findings from a case study focused on the usability of an existing VLE and give practical examples of the MUM approach to usability.

scholarly journals Digital educational strategies to support basic engineering science courses

Apertura ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 52-67
Author(s):  
Araceli Celina Justo López ◽  
◽  
Lorena Castro García ◽  
Wendolyn Elizabeth Aguilar Salinas ◽  
Maximiliano de las Fuentes Lara
Keyword(s):  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Failure Rates ◽  
Educational Strategies ◽  
Engineering Programs ◽  
Science Courses ◽  
Before And After ◽  
The University ◽  
The Impact

In this paper there are described some educational strategies based on virtual learning environments, which were implemented in engineering programs with the purpose of mitigating failure rates in basic stage subjects. Based on a case study at the University of Baja California, the causes of failure for the period 2013 to 2016 were diagnosed, and subsequently, from 2017 to 2019, the implementation of four support strategies began. An analysis of the behavior of the failure rates before and after the implementation of the strategies was made, and the results show up that both the failure levels in five subjects as well as the student lag decreased. Even though the strategies applied in this study are replicable, and the use of virtual learning environments supports students’ academic performance, it is still necessary to expand the research to measure the impact of additional strategies that were put in to practice simultaneously.

scholarly journals Managed Learning Environments in Universities: Are they Achievable?

2012 ◽  
Vol 3 (6) ◽  
Author(s):  
Ray Stoneham
Keyword(s):  
Learning Environments ◽  
Ad Hoc ◽  
Added Value ◽  
Core System ◽  
Fully Integrated ◽  
It Systems ◽  
Current Student ◽  
The University ◽  
Central Services

This case study identifies the main aspects of the CMS MLE, and gives details of the benefits it provides. The CMS MLE has ad hoc links to a range of corporate IT systems to ensure current student and course data is used, and provides much added value to School managers, administrators, lecturers and students. It is a key component of the School’s QA systems. It could be seen as a prototype, parts of which could be scaled up and fully integrated into corporate systems to provide an MLE solution for a university. Preliminary discussions have taken place with central services for the University of Greenwich to take this forward and a prototype core system is currently being developed.

Post-occupancy evaluation of outdoor spaces on the campus of the Federal University of Juiz de Fora, Brazil

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ana Clara Carvalho Tourinho ◽  
Sabrina Andrade Barbosa ◽  
Özgür Göçer ◽  
Klaus Chaves Alberto
Keyword(s):  
Critical Role ◽  
Future Research ◽  
Content Type ◽  
University Campuses ◽  
Post Occupancy Evaluation ◽  
Outdoor Spaces ◽  
The University ◽  
The Impact ◽  
Practical Implications

PurposeUsing the campus of a Brazilian university as case study, this research aims to identify which aspects of the outdoor spaces are the most significant in attracting people.Design/methodology/approachThis research relies on the application of different post-occupancy evaluation (POE) methods, including user tracking, behavioural mapping and questionnaires, on one plateau of the campus.FindingsThree group of aspects (socialization, proximity and infrastructure) were identified as key elements in explaining the impact of the campus physical characteristics on users’ behaviour. The results indicate that having characteristics of at least one group of aspects in those spaces can guarantee their vitality and, if there is presence of attributes of more than one group, liveliness can be increased.Research limitations/implicationsFurther studies should be conducted on an entire campus to identify other spatial elements in the three groups.Practical implicationsThis research contributes to the planning of future campuses and to solutions to the existed ones, indicating the most relevant spatial characteristics to be considered. Additionally, the combination of different methods may be useful to future research.Originality/valueMost of the investigations on the university campuses focus on the buildings, and little research has investigated the outdoor spaces, although they play a critical role in learning and academic life, where people establish social, cultural and personal relationships. In addition, studies using several POE allowed a consistent and complete diagnostic about the aspects of the campus, giving recommendations for future projects.

scholarly journals Motivating for Reading through Transmedia Storytelling: A Case Study with Students from a Middle School in the Médio Tejo Region

2021 ◽  
Vol 22 ◽  
pp. e23680
Author(s):  
Ana Paula Faria-Ferreira ◽  
Patrícia Alexandra Faria Ferreira ◽  
Célio Gonçalo Marques
Keyword(s):  
Learning Environments ◽  
Information And Communication Technologies ◽  
Pedagogical Practices ◽  
Mobile Technologies ◽  
Immersive Learning ◽  
Transmedia Storytelling ◽  
The Creation ◽  
Level Of Motivation ◽  
The Impact

The evolution of information and communication technologies has changed the way we relate to each other and how we build our knowledge. This creates challenges for education systems, as school must provide all students with the educational experiences that will enable them to develop the skills reflected in the profile of the 21st-century student on com  pletion of compulsory schooling. It is up to teachers to find new ways of teaching, making the most of the resources and digital tools made available by mobile technologies. Technology can make a significant contribution to increasing students' motivation because it is closer to what they like and use in their daily lives. And this introduction of technology into the classroom can promote student-oriented teaching, which contributes to the development of skills such as autonomy, critical thinking and self-esteem. One of the areas that can contribute to this paradigm shift is the creation of experiences in immersive learning environments such as Transmedia Storytelling. Immersive learning environments can favour the creation and implementation of projects that promote reading skills in schools. This is the focus of this article. The aim of this study is to evaluate the impact of transmedia storytelling on the level of motivation of students and on the improvement of pedagogical practices implemented by the teachers involved. This case study was carried out in the subject of Portuguese in three 7th-grade classes of a school from the Médio Tejo region. The results obtained suggest a high level of motivation of students and teachers. The latter recognise that pedagogical routes using Transmedia Storytelling contribute to the motivation, autonomy and improvement of students' learning.

scholarly journals The Impact of Rhetorical Argumentation on Achieving the Mastery of Fluency and Accuracy in Communicative Competence: A Case Study of 2 nd Year Students at the University Des Frères Mentouri, Constantine

2021 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Abderrahim Bouderbane
Keyword(s):  
Communicative Competence ◽  
Classroom Interaction ◽  
Control Group ◽  
Procedural Fluency ◽  
Language Knowledge ◽  
Problematic Issue ◽  
Rhetorical Argumentation ◽  
The University ◽  
The Impact

The present study is a comparison between the impact of rhetorical argumentation and narrating stories on students’ fluency and accuracy in communicative competence. We aimed at evaluating the usefulness and suitability of these tasks, and their efficiency when it comes to teaching fluency and accuracy by analysing the direct effects of the tasks on the indices of fluency and accuracy. The problematic issue in this research investigates the effects of the task rhetorical argumentation, and whether it is an important task that teachers should rely on it in teaching speaking in academic contexts. The sample is composed of 65 students which are divided in between 30 students in the control group and 35 students in experimental group. The data was collected by a test which was used to evaluate three main areas which are: classroom interaction, topic knowledge and language knowledge. The results of the experiment show that there are two types of fluency which are procedural and automatic. Rhetorical argumentation can be used to develop procedural fluency, and not automatic since the task is considered as difficult and students were not familiar with it.

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