Content Adaptation in Mobile Learning Environments

2010 ◽  
Vol 1 (4) ◽  
pp. 1-15 ◽  
Author(s):  
Sergio Castillo ◽  
Gerardo Ayala
Keyword(s):  
Learning Environments ◽  
Mobile Learning ◽  
Mobile Device ◽  
Belief System ◽  
Learning Objects ◽  
Content Adaptation ◽  
Programming System ◽  
Knowledge Use ◽  
User Adaptation ◽  
Content Model

In this paper, the authors present their proposal for adaptation of educational contents of learning objects to a particular mobile device and a specific learner. Content adaptation in mobile learning objects implies user adaptation and device adaptation, and requires additional metadata categories in comparison with SCORM 2004. This learning object content model, ALMA (A Learning content Model Adaptation), inherits from the SCORM standard a subset of metadata categories, and extends it with three top level metadata categories for content adaptation, i.e., Knowledge, Use, and Mobile Device Requirements (Castillo & Ayala, 2008). For user adaptation, the authors developed NORIKO (NOn-monotonic Reasoning for Intelligent Knowledge awareness and recommendations On the move), a belief system based on DLV, a programming system based on Answer Set Programming paradigm. For device adaptation the authors designed CARIME (Content Adapter of Resources In Mobile learning Environments), which uses transcoding and transrating to adapt media content to suit the device characteristics.

Content Adaptation in Mobile Learning Environments

2012 ◽  
pp. 240-255
Author(s):  
Sergio Castillo ◽  
Gerardo Ayala
Keyword(s):  
Learning Environments ◽  
Mobile Learning ◽  
Mobile Device ◽  
Belief System ◽  
Learning Objects ◽  
Content Adaptation ◽  
Programming System ◽  
Knowledge Use ◽  
User Adaptation ◽  
Content Model

In this paper, the authors present their proposal for adaptation of educational contents of learning objects to a particular mobile device and a specific learner. Content adaptation in mobile learning objects implies user adaptation and device adaptation, and requires additional metadata categories in comparison with SCORM 2004. This learning object content model, ALMA (A Learning content Model Adaptation), inherits from the SCORM standard a subset of metadata categories, and extends it with three top level metadata categories for content adaptation, i.e., Knowledge, Use, and Mobile Device Requirements (Castillo & Ayala, 2008). For user adaptation, the authors developed NORIKO (NOn-monotonic Reasoning for Intelligent Knowledge awareness and recommendations On the move), a belief system based on DLV, a programming system based on Answer Set Programming paradigm. For device adaptation the authors designed CARIME (Content Adapter of Resources In Mobile learning Environments), which uses transcoding and transrating to adapt media content to suit the device characteristics.

iPad Usage and Appropriate Applications

2017 ◽  
pp. 185-212
Author(s):  
Julia Bennett ◽  
Fan-Yu Lin
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Mobile Learning ◽  
21St Century ◽  
Mobile Device ◽  
Educational Systems ◽  
Access To Information ◽  
Ubiquitous Access ◽  
K 12 ◽  
Ipad Applications

Mobile learning, learning delivered or accompanied by any handheld or individual device that contributes to increasing knowledge or skills, has continuously become popular in educational systems in the 21st century. Apple's iPad has been a popular mobile device that has been chosen for us in 1-to-1 learning environments. Research suggests that utilizing iPads in educational settings is beneficial due to its affordance, portability, ubiquitous access to information, ability to communicate with other iPad users, and the opportunity it offers to showcase creativity and individuality through various applications. Studies have found value in providing students with their own iPads. This chapter overviews both the benefits and concerns of iPad usage in K-12 classrooms. Furthermore, specific web and iPad applications are discussed. When educators take appropriate steps to create a controlled learning environment, concerns and limitations regarding mobile learning with an iPad can be diminished.

Mobile Learning Environments

2007 ◽  
pp. 528-532 ◽  
Author(s):  
P. Crowther
Keyword(s):  
Mobile Computing ◽  
Learning Environments ◽  
Mobile Learning ◽  
Learning Objects ◽  
Smart Phones ◽  
Personal Digital Assistants ◽  
Tablet Computers ◽  
European Research ◽  
European Research Project ◽  
Learning Scenarios

Mobile learning requires a methodology for creating mobile learning scenarios and producing learning objects to implement them. It also requires a technology to deliver the learning objects to users via mobile computing devices such as personal digital assistants, smart phones, and tablet computers. This article will describe both the pedagogic methodology and the technology using the European research project MOBIlearn as an example.

iPad Usage and Appropriate Applications

2018 ◽  
pp. 768-795
Author(s):  
Julia Bennett ◽  
Fan-Yu Lin
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Mobile Learning ◽  
21St Century ◽  
Mobile Device ◽  
Educational Systems ◽  
Access To Information ◽  
Ubiquitous Access ◽  
K 12 ◽  
Ipad Applications

Mobile learning, learning delivered or accompanied by any handheld or individual device that contributes to increasing knowledge or skills, has continuously become popular in educational systems in the 21st century. Apple's iPad has been a popular mobile device that has been chosen for us in 1-to-1 learning environments. Research suggests that utilizing iPads in educational settings is beneficial due to its affordance, portability, ubiquitous access to information, ability to communicate with other iPad users, and the opportunity it offers to showcase creativity and individuality through various applications. Studies have found value in providing students with their own iPads. This chapter overviews both the benefits and concerns of iPad usage in K-12 classrooms. Furthermore, specific web and iPad applications are discussed. When educators take appropriate steps to create a controlled learning environment, concerns and limitations regarding mobile learning with an iPad can be diminished.

Learning spaces in mobile learning environments

2012 ◽  
Vol 13 (1) ◽  
pp. 23-33 ◽  
Author(s):  
Astrid M. Sølvberg ◽  
Marit Rismark
Keyword(s):  
Learning Environments ◽  
Mobile Learning ◽  
Learning Spaces

scholarly journals The Model for Learning Objects Design Based on Semantic Technologies

2017 ◽  
Vol 12 (2) ◽  
pp. 227
Author(s):  
Daina Gudoniene ◽  
Rytis Maskeliunas ◽  
Danguole Rutkauskiene
Keyword(s):  
Web Services ◽  
Semantic Web ◽  
Learning Environments ◽  
Information And Communication Technologies ◽  
Learning Objects ◽  
Semantic Web Services ◽  
Innovative Learning ◽  
Modern Learning ◽  
E Learning ◽  
Integration Of Learning

The paper presents a comparison of state of the art methods and techniques on implementation of learning objects (LO) in the field of information and communication technologies (ICT) using semantic web services for e-learning. The web can serve as a perfect technological environment for individualized learning which is often based on interactive learning objects. This allows learners to be uniquely identified, content to be specifically personalized, and, as a result, a learner’s progress can be monitored, supported, and assessed. While a range of technological solutions for the development of integrated e-learning environments already exists, the most appropriate solutions require further improvement on implementation of novel learning objects, unification of standardization and integration of learning environments based on semantic web services (SWS) that are still in the early stages of development. This paper introduces a proprietary architectural model for distributed e-learning environments based on semantic web services (SWS), enabling the implementation of a successive learning process by developing innovative learning objects based on modern learning methods. A successful technical implementation of our approach in the environment of Kaunas University of Technology is further detailed and evaluated.

Go Math! How Research Anchors New Mobile Learning Environments

2010 ◽  
Author(s):  
April Alexander ◽  
Kristen Pilner Blair ◽  
Shelley Goldman ◽  
Osvaldo Jimenez ◽  
Masataka Nakaue ◽  
...  
Keyword(s):  
Learning Environments ◽  
Mobile Learning
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