Mobile Learning in the Era of IoT

2020 ◽  
pp. 252-280
Author(s):  
Koralia Papadokostaki ◽  
Spyros Panagiotakis ◽  
Athanasios Malamos ◽  
Kostas Vassilakis
Keyword(s):  
Early Childhood ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Adaptive Learning ◽  
The Other ◽  
Ubiquitous Learning ◽  
Educational Content ◽  
E Learning ◽  
Future Of Education ◽  
Early Childhood Learning

Teaching is always affected by the advent of technology. Nowadays, mobile devices can offer an air of innovation in classrooms and multiple benefits in learning. On the other hand, IoT is expanding rapidly and promises to provide education with new dynamics: sensors and beacons may contribute to pervasive provision of educational content to students, whereas wearables can track the students' interaction with educational objects. As a result, learning is changing and may happen anywhere, anytime, and with any means. This evolution, described under the term Ubiquitous learning, promises to be the future of education for all ages and needs. This chapter presents the transformation of learning from traditional to e-learning, mobile learning, and Ubiquitous learning, and discusses the features and applications of the latter. Furthermore, authors describe the Experience API specification and investigate how it can be used to implement adaptive learning applications and make Ubiquitous learning a reality not only in typical but also in Early Childhood learning.

Mobile Learning Implementation and Issues

2011 ◽  
pp. 1432-1437
Author(s):  
Boris Vilic
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Cell Phones ◽  
Educational Content ◽  
Course Materials ◽  
New Learning ◽  
Mp3 Players ◽  
E Learning

Mobile learning or “m-learning” is a relatively new learning modality in higher education and it refers to the delivery of educational content by means of mobile devices, such as PDAs, cell phones, and MP3 players, effectively enabling learners to access course materials anytime, anywhere, and any while (Walker, 2006). M-learning is also characterized as “personalized” … “bite-sized”, and “portable”, characteristics not often associated with “conventional tethered e-Learning” (Traxler, 2007).

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.

The AIDLET Model

2014 ◽  
pp. 412-435
Author(s):  
José Bidarra ◽  
Meagan Rothschild ◽  
Kurt Squire ◽  
Mauro Figueiredo
Keyword(s):  
Augmented Reality ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Learning By Doing ◽  
Traditional Learning ◽  
Instructional Designers ◽  
Mobile Media ◽  
Effective Learning ◽  
E Learning ◽  
Electronic Games

Smartphones and other mobile devices like the iPhone, Android, Kindle Fire, and iPad have boosted educators' interest in using mobile media for education. Applications from games to augmented reality are thriving in research settings, and in some cases schools and universities, but relatively little is known about how such devices may be used for effective learning. This article discusses the selection and potential use of electronic games, simulations and augmented reality in mobile learning supported by an operational model called AIDLET. After analyzing the different approaches to the use of digital technology and games in education, and discussing their benefits and shortcomings, a framework was developed to facilitate the selection, repurposing, design and implementation of games, simulations and augmented reality, with focus on the practical aspects of the processes used in mobile learning. It is apparent that these devices for learning are valued by students and teachers alike, and that they may be used as personalized devices for amplifying learning, specifically through amplifying access to information, social networks, and ability to participate in the world. Furthermore, whereas traditional learning is based on knowledge memorization and the completion of carefully graded assignments, today, games, simulations and virtual environments turn out to be safe platforms for trial and error experimentation, i.e. learning by doing or playing. In this context, the AIDLET model was set out and verified against a taxonomy representing the main categories and genres of games, and the article concludes with implications for how teachers, instructional designers and technologists might best capitalize on the affordances of mobile devices when designing for blended learning and e-learning courses.

Mobile Learning

2007 ◽  
pp. 525-527 ◽  
Author(s):  
D. Parsons
Keyword(s):  
Wireless Networks ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Device ◽  
Ubiquitous Learning

Mobile learning (variously shortened to M-Learning, M-learning, m-learning, mlearning, M Learning, or mLearning!) describes any form of education or training that is delivered using some kind of mobile device. As the power and sophistication of mobile devices increases, and wireless networks become faster and more ubiquitous, learning with a mobile device will become an integral part of the general spectrum of technology-supported learning. Furthermore, the special characteristics of mobile learning, including ubiquity, convenience, localization, and personalization, give it unique qualities that help it stand out from other forms of learning.

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.

scholarly journals Identifying the Collage Student’s Perception Level of Mobile Learning

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Murat Topaloglu ◽  
Harun Ozkisi
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Undergraduate Students ◽  
Mobile Applications ◽  
Mobile Technologies ◽  
Web Based ◽  
E Learning ◽  
Distant Education ◽  
Education Tool ◽  
Day By Day

There have been great improvements in mobile technologies recently. In line with these developments, the use of mobile technologies in web based distance learning seems to be increasing day by day making learning possible via mobile devices. Both the continuous and rapid developments in mobile devices and the growing number of people with mobile phones render these technologies fruitful and actively used in many fields, including education worldwide, inclusive of our own country. Mobile learning is regarded as a reliable distant education tool for learners who wish to continue their education from outside the institutions. The study was conducted to measure the reactions of individuals to the developed mobile applications and give insight to them. The aim of this study is to identify undergraduate students’ use and attitudes of/towards mobile learning who are studying at Trakya University Kesan Yusuf Capraz School of Applied Disciplines. Observations were made about the use and the importance of mobile learning in our lives.Peer-review under responsibility of of the organizing committee of GLOBE-EDU Keywords: Distant Education; E-Learning; Mobile Devices; Mobile Learning; M-Learning

scholarly journals FOREIGN LANGUAGE MOBILE LEARNING DESIGN

2021 ◽  
pp. 98
Author(s):  
Омарова С. К
Keyword(s):  
Foreign Language ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Large Scale ◽  
Current Trend ◽  
Learning Technologies ◽  
Free Access ◽  
Perceptual Skills ◽  
Communication Environments ◽  
E Learning

The formation of artificial virtual environments and their implementation in the educational environment of human activity is a current trend. Various textbooks, reference books, and dictionaries are created with virtual objects and interactive applications included in their content.The expanding capabilities and diversity of mobile devices support increasingly large-scale and interesting learningprojects.Mobile technologies provide new opportunities for curriculum development that differ from those provided by other e-learning technologies. They serve to support such a learning model, where the priorities are: free access to learning technologies, inclusiveness, and enhancing the students’ activity. In mobile learning, the central role is given to students with their individual technology preferences, while mobile learning is synonymous with unpredictability and constant change.Mobile-digital communication environments have huge number of tools and software to influence various cognitive and psychological aspects of students ' motivation to learn a foreign language. When using these environments, the learner's perceptual skills improve, since interaction with mobile devices with a learning purpose is most often initiated by the learner himself, at a convenient time and place for them.

scholarly journals Attitudes Towards the Use of Mobile Learning: A Case Study from the Gulf Region

2015 ◽  
Vol 9 (3) ◽  
pp. 75 ◽  
Author(s):  
Mostafa Al-Emran ◽  
Khaled Shaalan
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Faculty Members ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Gulf Region ◽  
Significant Difference ◽  
E Learning ◽  
Higher Educational ◽  
Students Attitudes

In the last few years, the way we learn has been shifted dramatically from traditional classrooms depending on printed papers into E-learning depending on digital pages. Mobile learning (M-learning) is a recent technology that has been developed rapidly to deliver E-learning using personal mobile devices without posing any restrictions on time and location. In this work, we investigate students and faculty members’ attitudes towards the use of M-learning in higher educational institutions within two countries in the Gulf Region (Oman & UAE). Two questionnaire surveys have been conducted: one for students and another for faculty members. In these surveys, 383 students and 54 instructors have taken part within the study. An independent sample t-test was performed to examine whether there exist a significant difference among the students’ attitudes and the faculty members’ attitudes towards the use of M-learning with regard to gender and country. Results indicated that students in the UAE were more positive towards the use of M-learning than those in Oman. Moreover, results revealed that 99% of the students own mobile devices, in particular smartphones and tablets, while only 1% has not. Results of this study could help policy makers for better decision making in building the M-learning infrastructure in the higher educational institutions in general and specifically within the Arab Gulf region.

Adaptive Device Context Based Mobile Learning Systems

2014 ◽  
pp. 43-54
Author(s):  
Haitao Pu ◽  
Jinjiao Lin ◽  
Yanwei Song ◽  
Fasheng Liu
Keyword(s):  
Mobile Computing ◽  
Information Transmission ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Traditional Education ◽  
Learning Systems ◽  
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.

scholarly journals PENGEMBANGAN MODEL E-LEARNING UNTUK MENINGKATKAN HASIL BELAJAR MAHASISWA

2016 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
NFN Rusman
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
The Other ◽  
Media Education ◽  
Digital Audio ◽  
Childhood Education ◽  
The World ◽  
E Learning ◽  
Source Of Information ◽  
Audio Media

AbstrakDunia online dalam dunia pendidikan, dengan be- gitu cepat telah menjadi sumber informasi utama bagi guru dan peserta didik, salah satunya situs radioedukasi.kemdik- bud.go.id yang dikembangkan sejak tahun 2008 oleh BPMR- PK. Tulisan ini disusun untuk mendeskripsikan kemampuan penggunaan media audio pendidikan digital melalui website BPMRPK menurut pandangan guru PAUD. Hasil penelitian menunjukkan bahwa kemampuan penggunaan media audio pendidikan digital oleh guru PAUD melalui website BPM- RPK tergolong baik untuk komponen learnability, e siensi, dan kepuasan. Dua komponen yang lain, yaitu memorability dan errors dinilai buruk oleh pengguna. Tiga (3) hal yang per- lu dibahas sehubungan dengan temuan tersebut antara lain: (1) bimbingan teknis pemanfaatan kepada calon pengguna; (2) akses internet di DIY; dan (3) potret digital immigrant. AbstractThe online world in the world of education had be- came the main source of information for teachers and learners with so quickly. One of it was radioedukasi.kemdikbud.go.id that was developed in 2008 by BPMRPK. This paper described how the usability of digital audio media education through the website BPMRPK according to the view of teachers in early childhood education. The results showed that the ability of the use of digital audio media education by teachers through BPMRPK website belongs were rated good either to the components of learnability, e ciency, and satisfac- tion. The other two components, namely the memorability and errors were rated poorly by the user. Three (3) things that need to be addressed with respect. 

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