Crafting a Personalised Agent-Oriented Mobile E-Learning Platform for Adaptive Third Level Education

2011 ◽  
pp. 233-247 ◽  
Author(s):  
Olapeju Latifat Ayoola ◽  
Eleni Mangina Phelan
Keyword(s):  
Collaborative Learning ◽  
Human Computer Interaction ◽  
Mobile Learning ◽  
Learning Experience ◽  
Educational Environment ◽  
Agent Based ◽  
Learning Platform ◽  
E Learning ◽  
Mobile Learning Environment ◽  
Mobile Clients

This chapter presents the architecture of an agent-based m-Learning platform, “Personalised Ubiquitous Learning Platform” (PULP), which incorporates adaptive personalisation and collaborative learning for the development of enhanced e-learning. The main objective of this platform is to provide University College Dublin with a single supported intelligent mobile learning environment that will promote adaptive and collaborative learning, human computer interaction on mobile clients anywhere, anytime and also to provide useful recommendation about available educational resources. The system aims to enhance the students’ learning experience in third level educational environment.

scholarly journals Design and Implementation of a Gesture-Aided E-Learning Platform

Sensors ◽  
2021 ◽  
Vol 21 (23) ◽  
pp. 8042
Author(s):  
Wolfgang Kremser ◽  
Stefan Kranzinger ◽  
Severin Bernhart
Keyword(s):  
Learning Outcomes ◽  
Field Test ◽  
Learning Experience ◽  
Learning Content ◽  
Learning Platform ◽  
System Usability Scale ◽  
E Learning ◽  
Learning Platforms ◽  
Reference Implementation ◽  
Generic System

In gesture-aided learning (GAL), learners perform specific body gestures while rehearsing the associated learning content. Although this form of embodiment has been shown to benefit learning outcomes, it has not yet been incorporated into e-learning. This work presents a generic system design for an online GAL platform. It is comprised of five modules for planning, administering, and monitoring remote GAL lessons. To validate the proposed design, a reference implementation for word learning was demonstrated in a field test. 19 participants independently took a predefined online GAL lesson and rated their experience on the System Usability Scale and a supplemental questionnaire. To monitor the correct gesture execution, the reference implementation recorded the participants’ webcam feeds and uploaded them to the instructor for review. The results from the field test show that the reference implementation is capable of delivering an e-learning experience with GAL elements. Designers of e-learning platforms may use the proposed design to include GAL in their applications. Beyond its original purpose in education, the platform is also useful to collect and annotate gesture data.

scholarly journals A Model for Mobile Learning Integration in Higher Education Based on Students’ Expectations

2020 ◽  
Vol 14 (11) ◽  
pp. 171
Author(s):  
Latinka Ivanova Todoranova ◽  
Radka Valerieva Nacheva ◽  
Vladimir Stoyanov Sulov ◽  
Bonimir Penchev Penchev
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Mobile Devices ◽  
Information And Communication Technologies ◽  
Mobile Learning ◽  
Communication Technologies ◽  
Study Program ◽  
Learning Platform ◽  
Information And Communication ◽  
E Learning

Mobile learning can be identified as the next stage in the development of e-learning. In this regard, <strong>the purpose of this paper</strong> is to propose a model for mobile learning integration in higher education which is based on analysis of students’ expectations. То achieve this goal, a survey has been conducted among students enrolled in programs in the field of information and communication technologies. The analysis of the collected data shows that students have mobile devices, which they use not only for communication on social networks, but also for education. In addition, their expectations regarding mobile learning have been identified taking into account their study program and their previous experience with an e-learning platform.

scholarly journals Leipzig’s Social Hypertext Reader SHRIMP and the “Introduction to American Studies”

2020 ◽  
Author(s):  
Sebastian M. Herrmann
Keyword(s):  
Learning Outcomes ◽  
Learning Analytics ◽  
American Studies ◽  
Learning Experience ◽  
Medium Of Instruction ◽  
Age Changes ◽  
Learning Platform ◽  
Bachelor Of Arts ◽  
Main Medium ◽  
E Learning

This article describes the ideas behind and the experiences with the experimental e-learning platform SHRIMP. Developed and deployed at American Studies Leipzig, the platform is used for the introductory Literature and Culture I seminar in the American Studies Bachelor of Arts program, and it serves as the main medium of instruction for around 80 students per year. It breaks up the linear form of the original seminar reader and instead offers students a hypertext of interconnected, short segments, enriched with social media and gamification elements, as well as a learning analytics component that invites students to take control of their own study and learning experience. It is driven by a dual assumption about digitization: that the digital age changes how students interact with text, and that digital textuality offers rich affordances beyond linear reading. Both can be harnessed to improve learning outcomes.

scholarly journals Sakai: A Mobile Learning Platform

2019 ◽  
Vol 13 (11) ◽  
pp. 95
Author(s):  
Corrienna Abdul Talib ◽  
Hassan Aliyu ◽  
Adi Maimun Abdul Malik ◽  
Kang Hooi Siang ◽  
Igor Novopashenny ◽  
...  
Keyword(s):  
Learning Style ◽  
Mobile Learning ◽  
Research Methodology ◽  
Quantitative Research ◽  
Thinking Skills ◽  
Mobile Technologies ◽  
Electronic Learning ◽  
Learning Platform ◽  
E Learning ◽  
Learning Platforms

These days, humans have been witnessing related technological and social development, by means of which mobile technologies and Internet yield global access to information with mobility of knowledge. Mobile learning platforms are designed based on electronic learning (e-learning) and mobility. It is regarded as a useful way to enhance the learning process. Sakai as a mobile learning platform, design intentions are to be adaptable to any educational purposes, within or outside the institution, dependent on the provision of effectiveness in classroom instruction based on the learning style of the students, extensible in the cultivation of thinking skills in the learner, and efficient in communicating and exchanging data among its enrolled classroom members and other online platforms. This study employed a systematic review of related literature to investigate the predominant research methodology adopted by various scholars to assess necessary factors concerning mobile learning platform. Fifteen articles are selected based on established criteria. The findings indicated that most of the researchers used quantitative research methodology in investigating the effectiveness and concern variable of mobile learning. Also find out is that most of the outcome of the studies include, achievement, perception, pedagogy, motivation and mobile learning platform as a form of educational technology.

Technical Evaluation of Wireless Communications in a Mobile Learning Architecture

2011 ◽  
pp. 297-314
Author(s):  
Javier Carmona-Murillo ◽  
Jaime Galán-Jiménez ◽  
José-Luis González-Sánchez
Keyword(s):  
Mobile Learning ◽  
Mobile Networks ◽  
High Growth ◽  
Portable Devices ◽  
Desktop Computer ◽  
Embedded Devices ◽  
Wireless Technologies ◽  
Learning Platform ◽  
Mobile Learning Environment ◽  
Technical Evaluation

Due to the high growth of mobile networks and portable devices, learning process is evolving from desktop computer to mobile devices. In this sense, technologies and services that support this change are also evolving. The appearance of portable devices has made users to take part in this process from anywhere. On the other hand, architectures used in a mobile learning environment are designed to offer users the ability of participate in learning activities from its embedded devices. Campus Ubicuo is a mobile architecture over which learning services can be developed. The successful of any mobile learning platform fundamentally depends on the quality in learning services and also in the good operation of wireless technologies. In this chapter, we focus on this second aspect. We have evaluated the behaviour of wireless technologies in a mobile learning architecture when different services are offered through diverse networks.

A Study of English Mobile Learning Applications at National Chengchi University

2009 ◽  
Vol 7 (4) ◽  
pp. 38-60 ◽  
Author(s):  
Pei-Chun Che ◽  
Han-Yi Lin ◽  
Hung-Chin Jang ◽  
Yao-Nan Lien ◽  
Tzu-Chieh Tsai
Keyword(s):  
Mobile Learning ◽  
Positive Response ◽  
Modern Technology ◽  
Learning Activity ◽  
The Internet ◽  
Immediate Feedback ◽  
The Past ◽  
Learning Platform ◽  
Mobile Learning Environment

The pervasive popularity of the Internet in the past decade has changed the way many students live and learn, in part, because modern technology has made it possible for learners to access Real-Time Multimedia information on the Internet, or research any topic of interest to them from virtually any computer anywhere in the world. Students can also receive immediate feedback from their peers and/or their teachers when involved in collaborative projects. As a result, teachers of all disciplines need to incorporate the Internet and the concept of mobile learning into today’s classrooms to take advantage of this technology. This research investigated the response of English majors to a mobile learning platform (NCCU-MLP) developed at National Chengchi University (NCCU) in which they were involved as participants. The goal of the NCCU-MLP is to improve the students’ English ability as well as to update the teachers’ understanding of how to use the technology. The purpose of this research was to investigate the responses of students to a mobile learning environment. The research involved 18 participants in a pilot study and 37 participants in a follow-up study who participated in a group activity involving mobile learning activities. The students were asked to complete the activity following which they completed a brief survey of their response to the mobile learning activity. The findings indicate a positive response from the participants regarding the content and procedures involved in the activity. Technical support for the project was found to need enhancement for future projects of this nature.

scholarly journals Collaborative online international learning: A way to develop students’ engineering capabilities and awareness to become global citizens

2020 ◽  
pp. 030641902093410
Author(s):  
Patricia Munoz-Escalona ◽  
Zulay Cassier de Crespo ◽  
Mara Olivares Marin ◽  
Meg Dunn
Keyword(s):  
Collaborative Learning ◽  
21St Century ◽  
Learning Experience ◽  
Learning Activities ◽  
Design Engineering ◽  
Global Citizens ◽  
International Perspectives ◽  
Intercultural Competencies ◽  
E Learning ◽  
International Learning

In the 21st century, academics must recognise the value of incorporating e-learning activities in teaching in order to provide students the opportunity to interact and engage with peers in collaborative learning. To achieve this, a Collaborative Online International Learning (COIL) activity was introduced to 2nd and 3rd year students in Mechanical and Industrial Design Engineering degrees, with the aim of enhancing aspects such as global manufacturing and reverse engineering. This activity was also used as an approach to internationalise the curriculum which is an important mechanism to promote intercultural competencies, international perspectives and ethical sensitivities, whilst also contributing to the enhancement of students’ abilities to develop as responsible global citizens. Three institutions were involved in this project, with results indicating that 93% of students felt they had a better understanding of the topic under study, 93% were satisfied with the learning experience and 90% enjoyed interacting with international peers.

scholarly journals Promoting Students’ Global Perspectives Through a Gamified e-Learning Platform

2021 ◽  
Vol 6 ◽  
Author(s):  
Frankie Y. W. Leung ◽  
Martin Lau ◽  
Kelvin Wan ◽  
Lisa Law ◽  
Theresa Kwong ◽  
...  
Keyword(s):  
Learning Experience ◽  
Global Perspectives ◽  
Global Issues ◽  
Learning Platform ◽  
Before And After ◽  
E Learning ◽  
Learning Platforms ◽  
Cognitive Knowledge ◽  
Survey Responses ◽  
Development Of Students

With the rapid growth of internationalization in tertiary institutions worldwide, the development of students’ global perspectives has attracted the attention of many universities. However, this development is a challenging one due to the complicated nature of global issues and their incompatibility with traditional subject-specific boundaries of classroom teaching. Through two eTournaments organized on a proprietary gamified e-learning platform named “PaGamO,” this study examined participating students’ learning experience and their change of global perspectives due to their participation in the eTournaments. Data were collected before and after the two eTournaments, and 217 survey responses were considered to be valid and were further analyzed. The findings showed that participating students achieved the satisfaction level of enjoyment (M = 3.62) and their awareness of the United Nations Sustainable Development Goals (SDGs) (M = 3.96) had been improved. In addition, the findings also revealed that 1) students enjoyed and perceived a better understanding of the SDGs in terms of perceptual dimensions like value-oriented and partnership-oriented, rather than the global issues about substantial threats or environmental issues; 2) the “intrapersonal effect” of students had been significantly reduced after the eTournaments; 3) positive significant correlations were found between the level of enjoyment and frequency of question-attempt in relation to the change of cognitive knowledge and interpersonal social interaction. The findings of this study offered some possible insights into students’ gameplay experience concerning dimensions of global perspectives and also support the findings of prior research on how gamified e-learning platforms could contribute to the development of students’ global perspectives.

The Integration of Aspects of Geo-Tagging and Microblogging in m-Learning

2011 ◽  
pp. 95-110
Author(s):  
Christian Safran ◽  
Victor Manuel Garcia-Barrios ◽  
Martin Ebner
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Web 2.0 ◽  
Collaborative Work ◽  
Solution Approach ◽  
Textual Data ◽  
E Learning ◽  
Learning Scenarios ◽  
Mobile Clients ◽  
Potential Use

The recent years have shown the remarkable potential use of Web 2.0 technologies in education, especially within the context of informal learning. The use of Wikis for collaborative work is one example for the application of this theory. Further, the support of learning in fields of education, which are strongly based on location-dependent information, may also benefit from Web 2.0 techniques, such as Geo-Tagging and m-Learning, allowing in turn learning in-the-field. This chapter presents first developments on the combination of these three concepts into a geospatial Wiki for higher education, TUGeoWiki. Our solution proposal supports mobile scenarios where textual data and images are managed and retrieved in-the-field as well as some desktop scenarios in the context of collaborative e-Learning. Within this scope, technical restrictions might arise while adding and updating textual data via the collaborative interface, and this can be cumbersome in mobile scenarios. To solve this bottleneck, we integrated another popular Web 2.0 technique into our solution approach, Microblogging. Thus, the information pushed via short messages from mobile clients or microblogging tools to our m-Learning environment enables the creation of Wiki-Micropages as basis for subsequent collaborative learning scenarios.

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