A Step by Step Guide to Design and Delivery of Mobile Learning Content

2011 ◽  
pp. 238-255
Author(s):  
Serge Gabarre ◽  
Cécile Gabarre
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Current Literature ◽  
Mobile Internet ◽  
Simple Method ◽  
Learning Content ◽  
Lecture Notes ◽  
Multimedia Messaging Service

Mobile learning is more than a trend that follows today’s lifestyle. Learning on the go with mobile internet offers advantages that were not even thought of a few years ago. Current literature on the topic has demonstrated its usefulness as well as its limitations. In a context where learners do not have access to mobile internet it is still possible to deliver course notes in a mobile format. The authors created portable lecture notes that were distributed to their students via the multimedia messaging service (MMS). With these notes, the students were able to take advantage of the ubiquitous nature of their mobile devices and thus started to learn anywhere and anytime. This chapter proposes a simple method to create lecture notes for mobile devices and suggests several methods of delivery.

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).

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.

scholarly journals Mobile Learning: Detrimental or Beneficial?

2020 ◽  
Vol 9 (8) ◽  
pp. 987-989
Keyword(s):  
User Interface ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Smart Phone ◽  
Traditional Learning ◽  
Traditional Methods ◽  
Learning Content ◽  
New Knowledge ◽  
User Friendly ◽  
New Generation

Mobile Learning also known as mLearning, is a new generation of learning where content which users wants to learn is accessible and available on mobile devices like smart phone and tablets. With the evolution of “world in the pocket” learning becomes much easier and one can start learning on the go. This paper illustrates how mLearning could be a better new way to learn and to interact with the learning content provided and how mLearning is proving to be a better alternative to traditional learning. Learning through traditional methods is not helping students to learn and gain new knowledge wherever and whenever they want and also it’s not that effective. It is also researched that not all mLearning applications are helpful for the students or learners to learn whatever they want, only apps with interactive and user-friendly user interface were found helpful. That’s why mobile learning applications are made with user-friendly user interface. Some practical strategies and methods of implementation of mLearning approach despite of its limitations and challenges were recommended in this paper as well.

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.

scholarly journals The Mobile Learning Adoption Model Tailored to the Needs of a Private University

2020 ◽  
Vol 18 (4) ◽  
Author(s):  
Małgorzata Rataj ◽  
Joanna Wójcik
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Positive Impact ◽  
Private University ◽  
Mobile Internet ◽  
Eastern European ◽  
Educational Materials ◽  
The Social ◽  
Mobile Education ◽  
The University

The mission of today’s universities is to prepare the students properly to live and work in the 21st century. International research demonstrates the positive impact of using iPads in teaching. Successful deploying of mobile learning (m‑learning) is not a matter of accident, but depends on users’ acceptance of the technology. The purpose of this article is to create a mobile learning adoption pre‑model tailored to the needs of a private university. To achieve this goal, valued adoption models were analyzed and, on their basis, the new model was created. The pre‑model has been tested with a questionnaire. A paper‑based survey was conducted among 640 students representing 25 countries. The questionnaire was grouped into sections: specifications of mobile devices owned by students and mobile internet access, expectation from mobile education application and attitudes towards current and future use of mobile devices in education. We computed all data with The Statistical Package for the Social Sciences – IBM SPSS Statistics version 25. The results of the research showed that the students from a central‑eastern European University are technologically ready for mobile learning. Moreover, there appears to be no cause for concern regarding students from post‑Soviet countries with respect to their competency to meet the demands of modern teaching in the form of mobile learning. Students have shown that they have clearly defined expectations for educational materials for mobile devices, which will be a challenge for the university when creating m‑learning materials. Furthermore, students must feel the university's support in using mobile applications. That is why the teachers face a serious task: teachers must be prepared to show students the benefits of mobile learning, so they not only need to be trained but also convinced that it is worth using mobile learning.

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.

ACCOMMODATING MOBILE LEARNING IN COLLEGE PROGRAMS

2013 ◽  
Vol 17 (1) ◽  
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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