A Conceptual Framework and Evaluation Tool for Mobile Learning Experiences

Author(s):  
Hugh Kellam

There is an identified need in the research literature for the design, implementation, and evaluation of a conceptual framework for creating contextual, interactive mobile learning. This article details how the conceptual framework was implemented and tested in an online learning course for physicians, nurses, and healthcare professionals at medical organizations across Ontario. The conceptual framework and evaluation instruments were revised based on identified best practices and feedback from study participants. This provided a practical, evidence-based tool for informing the effective design of mobile learning. Results indicated that the design of the framework to include context-specific content, guided participation delivery, flexible and intuitive usability, formal online and informal mobile structure, and access to communities of practice all resulted in practical, applicable learning outcomes and a high degree of learner satisfaction.

Drones ◽  
2020 ◽  
Vol 4 (3) ◽  
pp. 44
Author(s):  
Vyshnave Jeyabalan ◽  
Elysée Nouvet ◽  
Patrick Meier ◽  
Lorie Donelle

Unmanned aerial vehicles (UAVs), also known as drones, have significant potential in the healthcare field. Ethical and practical concerns, challenges, and complexities of using drones for specific and diverse healthcare purposes have been minimally explored to date. This paper aims to document and advance awareness of diverse context-specific concerns, challenges, and complexities encountered by individuals working on the front lines of drones for health. It draws on original qualitative research and data from semi-structured interviews (N = 16) with drones for health program managers and field staff in nine countries. Directed thematic analysis was used to analyze interviews and identify key ethical and practical concerns, challenges, and complexities experienced by participants in their work with drones for health projects. While some concerns, challenges, and complexities described by study participants were more technical in nature, for example, those related to drone technology and approval processes, the majority were not. The bulk of context-specific concerns and challenges identified by participants, we propose, could be mitigated through community engagement initiatives.


In this study, the authors used a mixed-method approach to analyze user-generated comments on social mobile learning from three leading news sites that report the latest development in higher education. Koole’s mobile learning model was used to code comments made by the public on the three news sites. Results showed that social mobile learning has gained an increasing public engagement in the past four years. Responders’ discussion in the comments primarily focused on four themes of social mobile learning: technology adoption, effective design, faculty training, and student training. In the end, the authors discussed the implications for developers and educators and concluded with recommendations for future research in social mobile learning using user-generated comments.


Author(s):  
Raphael Struck ◽  
Heikki Kynäslahti ◽  
Lasse Lipponen ◽  
Olli Vesterinen ◽  
Sanna Vahtivuori-Hänninen ◽  
...  

Using podcasts in higher education has caught more and more attention among educators and researchers, but there is still a strong need for research and academic publications to focus on certain issues, such as the role of the learners. Instead of lecturers (teachers, scientists, and experts), learners (students, trainees or pupils) produce a podcast with a specific content called learner-created content (LCC). This study aims to find out how students experienced the creating of content as learning material in the form of podcasts. The results are two-fold. First, using podcasts included four categories: (1) the development of meta-skills, (2) mobile learning, (3) support for content learning, and (4) facilitating student involvement. Second, the students saw podcasting as a study tool. The study proved authentic, internally and systemically valid and opened up logical generalizability. Some recommendations are given for a better educational use of podcasts in higher education.


2018 ◽  
pp. 912-934
Author(s):  
Vicki Caravias

This paper presents a critical review and synthesis of research literature in higher education exploring teachers' conceptions of blended learning and their approaches to both design and teaching. Definitions of blended learning and conceptual frameworks are considered first. Attention is given to Picciano's Blending with Purpose Multimodal framework. This paper builds upon previous research on blended learning and conceptual framework by Picciano by exploring how objectives from Picciano's framework affect teachers' approaches to both design and teaching in face-to-face and online settings. Research results suggest that teachers use multiple approaches including face-to-face methods and online technologies that address the learning needs of a variety of students from different generations, personality types and learning styles.


Author(s):  
Tony Pittarese

Effective design guidelines aid in the creation of successful online stores. One possible resource to aid in formulating effective online store design guidelines is found in principles and practices of physical retailers. In particular, physical store merchandising techniques provide a significant body of research from which online store guidelines may be constructed. By examining the research literature and common practices of physical retailers, online retailers may glean new and interesting ideas upon which to base guidelines for online store design.


2020 ◽  
pp. 1-18
Author(s):  
William I. Bauer

This chapter serves as an introduction to the book and the Technological Pedagogical and Content Knowledge (TPACK) conceptual framework around which the book is designed. The discussion situates the use of technology for music learning within a context of technology’s role in general education, society, and our daily lives. Drawing on the research literature, the point is made that technology hasn’t become a truly integrated aspect of many music classrooms. Taking the position that a major reason for this is that most music teachers don’t have the complete knowledge and skill set (TPACK) necessary to effectively incorporate technology into classes and rehearsals, the TPACK model is introduced as an approach that may be advantageous. The model is explained, with applications to music provided.


2011 ◽  
Vol 1 (2) ◽  
pp. 20-30 ◽  
Author(s):  
Raphael Struck ◽  
Heikki Kynäslahti ◽  
Lasse Lipponen ◽  
Olli Vesterinen ◽  
Sanna Vahtivuori-Hänninen

Using podcasts in higher education has caught more and more attention among educators and researchers, but there is still a strong need for research and academic publications to focus on certain issues, such as the role of the learners. Instead of lecturers (teachers, scientists, and experts), learners (students, trainees or pupils) produce a podcast with a specific content called learner-created content (LCC). This study aims to find out how students experienced the creating of content as learning material in the form of podcasts. The results are two-fold. First, using podcasts included four categories: (1) the development of meta-skills, (2) mobile learning, (3) support for content learning, and (4) facilitating student involvement. Second, the students saw podcasting as a study tool. The study proved authentic, internally and systemically valid and opened up logical generalizability. Some recommendations are given for a better educational use of podcasts in higher education.


2020 ◽  
Vol 25 (49) ◽  
pp. 89-100
Author(s):  
Mario Arturo Ruiz Estrada ◽  
Evangelos Koutronas

Purpose The purpose of this paper is to explore the concept of pensionomics as a prospective tool for pension evaluation. This paper suggests a paradigm shift – a multi-disciplinary synthesis of differing perspectives in evaluating pension’s overall performance based on past work on pension evaluation – incorporating non-economic variables with significant impact on economic growth and social development. Design/methodology/approach This paper suggests a new analytical tool called “Pensions Consistency (PC) Index” that identifies the level of consistency and the strengths and weaknesses within any pension system. The new conceptual framework focusses on building inter-sectoral and holistic policies able to respond to the new multi-dimensional dynamic environment. Findings The consideration of pensionomics concept as an evaluation tool for pension schemes provides insights that are helpful in explaining performance differentials. Taking definition, classification and evaluation as a guiding principle, the new conceptual framework can be a useful point of reference for the overall evaluation of pension schemes, revealing deficiencies that traditional evaluation methods cannot detect. The multi-disciplinary approach focusses on building inter-sectoral and holistic policies that are able to respond to the multi-dimensional uncertainties of the new dynamic environment. Research limitations/implications The heterogeneity and complexity in event dynamics are systemic in the sense that the impact is far from linear. The idiosyncratic nature of unexpected and unpredictable events is rather a result of multi-dimensionality based, among others, on magnitude, frequency, timing, intensity and impact. It is plausible to argue that crisis episodes can destabilize critical systems of economic activity, producing economic spillovers that can directly or indirectly affect the sustainability of pension schemes. If the calculation of direct economic impact is readily traceable, the estimation of indirect economic impact can be an onerous task. Practical implications Pensionomics places the concept of retirement in a multi-disciplinary context. Pensionomics overcomes theoretical and empirical limitations encountered by the path-dependency perspective, developing a new research agenda to study pension schemes under historical, cultural, social, political, economic, political and environmental prism. Integrating diversified data, techniques, perspectives and concepts, pensionomics’ objective is to connect natural and man-made events with social protection mechanisms for the development of a dynamic social protection framework where individual, community and society needs are met effectively and efficiently by implementing tailored policies, closely related to their specific context. Social implications The concept of retirement has evolved constantly, transforming societies and shaping both income and non-income dimensions of well-being. Pension entitlement turned gradually from a political discourse to a human right discourse. Pension schemes have extended the scope of insurance coverage beyond labour markets and the lifecycle, supporting the broader needs of entire population. Furthermore, pension schemes are widely acknowledged as drivers of economic growth: they enhance labour productivity; foster smooth consumption; and create a stable economic environment for investment and innovation. Current expectations require pension schemes to adopt proactive and reactive policies to examine options for mitigation or for modification of potential consequences in anticipation of exceptional events. Originality/value This paper suggests a paradigm shift, a multi-disciplinary approach called pensionomics, and this “multi-disciplinary” focus builds a new analytical framework to evaluate pension’s overall performance based on past work on pension evaluation, incorporating non-economic variables with significant impact on economic growth and social development. PC-Index introduces a comprehensive evaluation tool to study the coverage, performance, efficiency, effectiveness, current trends and future possibilities of pension schemes.


2019 ◽  
Vol 4 (1) ◽  
pp. 2-14 ◽  
Author(s):  
Jill Harrison Berg ◽  
Bill Zoellick

Purpose Conceptual ambiguity about the term “teacher leadership” has retarded development of useful research on this topic. The purpose of this paper is to propose a conceptual framework that researchers might utilize to clarify key assumptions embedded in their use of the term “teacher leadership,” enabling members of this research community to better understand and build upon each other’s work and to develop a knowledge base on teacher leadership. Design/methodology/approach In 2016 a community of researchers convened in a conversation about their varied conceptions of teacher leadership. The authors analyzed documentation from this convening to identify key ways in which members’ conceptions of teacher leadership diverged. They then drew upon the teacher–leader research literature and their own experiences with teacher–leader initiatives to propose a conceptual framework that would support researchers to define teacher leadership in ways that meet established criteria for an empirically-useful concept. Findings Four dimensions of teacher leadership that should be referenced in an empirically-useful definition of teacher leadership are: legitimacy, support, objective and method. It is hypothesized that clarifying one’s assumptions about each of these dimensions and providing descriptive evidence of how they are instantiated will address the conceptual ambiguity that currently stymies the accumulation of knowledge in this field. Originality/value This paper presents a framework that can provide a strong foundation for the development of a knowledge base on teacher leadership, which is needed to inform education leaders’ efforts to maximize teachers’ leadership influence as asset for improving teaching, learning and schools.


Author(s):  
Chronoula Voutsina

Abstract Existing research suggests that young children can develop a partial understanding of the equal sign as an operator rather than as a relational symbol of equivalence. This partial understanding can be the result of overemphasis on canonical equation syntaxes of the type a + b = c in elementary school mathematics. This paper presents an examination of context and syntax nuances of relevant sections from the grade 1 Greek series of textbooks and workbooks. Using a conceptual framework of context variation, the analysis shows qualitative differences between equations of similar syntax and provides a nuanced determination of contextual and structural aspects of ‘variation’ in how the equal sign is presented in elementary mathematics. The paper proposes that since equations have context-specific meanings, context variations should constitute a separate element of analysis when investigating how the equal sign is presented. The implication for practice and future research is that nuanced considerations of equation syntax within varied contexts are needed for elaborating analyses of the equal sign presentation that move beyond dichotomized categorizations of canonical/non-canonical syntaxes.


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