bluuebunny/crossref_metadata_2025_split huggingface dataset:
Integrating Interactive Videos in Mobile Learning Scenarios
Authors: Kohen-Vacs Dan , Jansen Marc , Milrad Marcelo 
Published: October 2013

AbstractNowadays, there is a growing variety of mobile devices and online video content that could be used to support a variety ofpedagogical strategies used for different cross-context learning scenarios. In order to take advantage of these developments,this paper presents an approach that allows to integrate learning material represented as videos in mobile learning scenarios,mainly by the implementation of a mobile client that allows to consume learning material represented as small chunks of videocontent. The application of these ideas potentially provides new educational opportunities to support learning across differentcontexts. Additionally, the videos consumed by the mobile client allow the integration of interactive elements like questionsthat could be answered by the learner while consuming the video or additional comments that could be provided to the learner.The rationale for the integration of the interactive parts in the video iss to increase learners´ engagement and therefore also toincrease their involvement and participation in order to generate an active learning experience.
Post Web 2.0 Media: Mobile Social Media
Authors: Cochrane Thomas , Antonczak Laurent 
Published: October 2013

AbstractIn this paper we explore the outcomes of a mobile community of practice (MOBCOP) reified in the development of a
mobile social media framework that we have implemented in the creation of a new mobile social media minor within the
faculty. The domain of the MOBCOP was a year-long investigation of the potential for mobile social media to act as a
catalyst for new pedagogies. The context of MOBCOP was an invited group of Bachelor of Graphics Design lecturers
interested in investigating the implications of mobile social media for collaborative curriculum design. MOBCOP
comprised six lecturers and an academic advisor as a technology steward. We argue that the resultant mobile social
media framework developed from the MOBCOP experience is potentially transferable to a range of educational contexts.
We illustrate the implementation of our mobile social media framework within the development of a new media minor
that explicitly integrates the unique technical and pedagogical affordances of mobile social media, with a focus upon
student-generated content and student-directed learning (heutagogy).
Improving student literacy in adult education through an immediate feedback tool
Authors: Geertsema Martie , Campbell Chris 
Published: October 2013

AbstractIntelligibility is what every English language learner strives for. To have the correct pronunciation and to be understood
is a big part of the challenge to learning a new language. A contributing factor that makes correcting learner
pronunciation difficult is the fact that many learners are unable to hear their own pronunciation mistakes, so speech to
audio programs have limited value. A potential benefit of speech to text programs is that learners will be able to see their
mistakes and thereby correct their own pronunciation with a technology they always have with them, is familiar with and
is non-threatening. In addition, the fact that in remote areas 3G is more available than the Internet and mobile phones are
cheaper than other digital literacy tools like iPads or laptops makes mobile phones as a teaching tool an appealing
prospect. This project explores the possibilities DragonDictation, a free mobile phone app for voice recognition, brings
to the adult ESL classroom, not only for the learners but also for the teachers. The extent to which it could be useful as an
immediate feedback tool on pronunciation accuracy is explored, as are improvements to students speaking in English.
The extent to which continued and supervised exposure to this digital literacy changes adult learners’ beliefs on the place
of using mobile phones as a teaching and learning tool is also explored.
An Interactive Mobile Learning Method to Measure Students performance
Authors: Hamdan Khaed , Ben-Chaban Yazid 
Published: October 2013

AbstractThis work focuses on miscellaneous means to measure students� performance which requires hard work, commitment, collaborative and organizational skills, true communication and engagement. Using Mobile Learning and other technology is often challenging to students� capabilities and sometimes intimidating, especially for those who have never used it before. In this study, we will discuss how students� classroom use of the Mobile Learning can make a significant improvement when it is well integrated and adopted in students personal skills such as; using organization, communication , assuming responsibilities, critical reading and writing, , problem solving, class engagement, increasing learning interest, emphasizing communities contribution and self evaluation. We will also discuss students� struggle which is not academic, but rather a lack of individual and personal skills. We will discuss students� environment, delivery mode and the associated learning process that show a significant improvement in students� way of learning. This study is a sample of U.G.R.U. IT students selected in Fall Semester 2012 by U.A.E.U. Instructors.
The Dawn of Creation with Mobile Learning Technologies and Language Learning Pedagogy
Authors: Yates Nicholas 
Published: October 2013

AbstractThe learning design with mobile learning technologies, particularly the iPad, affords the creation of learning products. Combined with task-based language learning and project-based learning pedagogy, mobile learning technology can be utilized with great effect. This short paper will describe the nature of creating learning products with pedagogy including task-based language learning and project-based learning. Student examples from an English as a Second Language classroom setting and self-reported teacher journal entries will be used to illustrate. Stemming from the teacher observations noted in the journal entries, there are two fresh perspectives on the creation of learning products. The pedagogy of task-based language learning and project-based learning afforded the creation of learning products throughout the learning process culminating in a final learning product.
Integrating mLearning Language Application into University Course Content
Authors: Viberg Olga , Grönlund Åke 
Published: October 2013

AbstractThe idea that education can be considered as design science was brought up in the 1990s in order to bring the educational research from an experimental classroom into practice (Laurillard, 2012), at the time when the computers were introduced in educational settings. After that a number of theories focusing eLearning have arisen. Technologies are constantly changing, and new more pervasive mobile technologies increasingly influence individuals’ everyday lives. Among other things this influences humans’ social learning practices, and becomes an even more challenging task for educators. Design is critical to the successful development of any interactive learning environment (Mor & Winters, 2007). Mobile technology, as most other IT, is not primarily an educational phenomenon. It is a social phenomenon that happens in different parts of the world and in different ways. As emerging mobile technologies afford many advantages, such as flexibility and user-friendliness, researchers are exploring how to use them to support language learning (Huang et al., 2012). This paper presents a prototype for a cross-platform mobile language learning application developed for an online language course at Dalarna University in Sweden. The prototype is developed in order to support beginner second and foreign language learners in their vocabulary, listening and grammar learning. Considering mLearning to be a product of sociotechnical construction, the study applies a Design Science approach.
Targeting FRAME: A new tool for mLearning design
Authors: Power Robert 
Published: October 2013

AbstractVarious attempts have been made to offer advice and guidance to mobile learning (mLearning) instructional designers. However, there is still a distinct need for guidance that is concise, theoretically grounded, and applicable across a wide variety of instructional design types and purposes. The Framework for the Rational Assessment of Mobile Education (FRAME) model developed by Koole (2009) meets these requirements. This paper proposes the development of an interactive online tool based upon the FRAME model that will allow educators to effectively reflect upon their mLearning instructional design decisions and target areas for design improvement.
An ecology of mobile screens: iPads meet XOs in a desert school
Authors: Pegrum Mark , Oakley Grace , Clarke Jan , Sligar Jim 
Published: October 2013

AbstractWe increasingly operate in a multi-screen ecology, choosing the most appropriate devices for different purposes at different times. When educational institutions invest in mobile technologies, they often spend a great deal of time evaluating a range of devices. However, the devices themselves may matter less than their educational uses. This paper explores the case of an Aboriginal desert school in Western Australia which has adopted a mixture of XO laptops and, more recently, iPads. The background to the XO and iPad programmes is briefly outlined and the relative advantages and disadvantages of each device are indicated. It is demonstrated that, rather than the devices being in competition with each other, they are in many ways complementary. Teachers and students are able to work with both types of devices, as appropriate, to improve literacy, numeracy and other skills within a digital learning ecology.
Mobilogue – A Tool for Creating and Conducting Mobile Supported Field Trips
Authors: Giemza Adam , Hoppe H. Ulrich 
Published: October 2013

AbstractMobilogue is a tool to support educators and students in authoring and deploying learning support with location
awareness and guidance to mobile devices. The application area of the framework covers informal learning settings like
field trips, museum visits as well as formal classroom settings. The focus of the framework is on the simplicity and
flexibility of the domain independent content authoring and content deployment. We present an authoring tool that uses a
graph-based paradigm to model and author a path across different locations. Locations relate to physical places or
artefacts through QR codes and provide supportive information. The guidance takes place by identifying the user’s
location by scanning the QR codes and visualizing the appropriate information on the smartphone. Finally we describe
possible scenarios for such informal learning settings and report on an evaluation of the framework in a museum setting.
Large Scale Deployment of Tablet Computers in High Schools in Brazil
Authors: Farias Giovanni , Ally Mohamed , de Souza Pinto Claudia Alexandra , Spanhol Fernando José 
Published: October 2013

AbstractRecently different sectors of society of many countries have been demanding significant improvements in their education
systems, and teaching and learning practices (Keller, 2008; Latchem & Hanna, 2001). The need for keeping up or
developing competitiveness has been the main reason for these improvements. These countries has been faced with
challenges in terms of lack of skilled workers, capacity of resilience from the labor market to deal with dramatic
economic changes, and the pursuit for more productivity based on the use of technology. Brazil is a good example of one
of these countries. It has been struggling to improve its public basic education in order to develop the workforce. One of
the initiatives to improve the education system is by changing the education paradigm in high schools with the use of
tablet computers in a large scale deployment. This paper describes the social scenario that led to this initiative and how it
has been made in a large country, as well as the research that is being carried out to investigate the impact of such
initiative in the learning outcomes in public high schools in Brazil.
Mobile Technology, Maths Education & 21C Learning
Authors: Tangney Brendan , Bray Aibhín 
Published: October 2013

AbstractTechnology in general, and mobile technology in particular, remains under-exploited in secondary school education systems. This paper argues that systemic reform is needed to make the use of mobile technology really meaningful in the classroom. The type of change envisaged falls under what is broadly termed 21st Century Learning which espouses a generally social constructivist pedagogical approach with an emphasis on skills such as collaboration, communication, creativity, problem solving etc. In such a milieu the affordances of mobile technology align seamlessly with classroom practice rather than, as at present, being circumscribed and restricted to use for content consumption, field exercises or one-off customised interventions.To illustrate the way in which mobile technology could integrate into a 21C classroom a number of lesson plans from the area of math education are described. These are situated in a national second level education system which is undergoing systemic reform and in which teachers, and schools, are looking for exemplars of pragmatic models of 21C Learning which can be used to deliver both 21C skills and traditional curriculum content.
An Outlook on Future Mobile Learning in Saudi Arabia
Authors: Al-Shehri Saleh 
Published: October 2013

AbstractSaudi Arabia is witnessing a unique and rapid economic growth as well as beyond-oil comprehensive investments
relatively at most sectors including education and ICT. As part of the global pedagogical shift from teacher-centred
approaches to more learner-centred approaches, Saudi educational system already started to adopt distance and mobile
learning practices to support this shift. Saudi higher education sector, in particular, is investing heavily to promote
teaching and learning practices that can cope with students’ needs in the digital age. Moreover, the rapid advancement as
well as the enormous penetration of mobile technologies among Saudi youths have increased the interest in mobile
learning. In addition, young population in Saudi Arabia are the biggest users of mobile social media in the Arab World.
There are several challenges that accompanied this rapid development of economic and educational systems in Saudi
Arabia. Special and unique ‘version’ of mobile learning was formed as a response to these challenges. This paper will
review some of the challenges found in previous studies, and will highlight other challenges that are believed to have a
major impact on mobile learning in Saudi Arabia. A picture of the future of mobile learning in Saudi Arabia will then be
drawn.
Eles são apenas diferentes: a produção discursiva de masculinidades contemporâneas na obra criando meninos
Authors: Vargas Juliana Ribeiro de , Carvalho Rodrigo Saballa de 
Published: October 2013

http://dx.doi.org/10.5902/198464446257 A partir dos aportes teóricos dos Estudos de Gênero, em sua vertente pós-estruturalista e das contribuições dos Estudos Culturais em Educação constituímos o presente artigo que tem como objetivo a problematização da produção discursiva de masculinidades na obra Criando Meninos, de autoria do escritor Steve Bidduph. A referida obra associa determinados comportamentos como típicos de meninos em diferentes faixas etárias. Tal obra apresenta também para mães, pais e professores, uma regulação de posturas as quais os mesmos devem em relação aos meninos a fim de favorecer o desenvolvimento desses sujeitos infantis, encaminhando-os, assim, para formas determinadas de vivenciar/experimentar a sexualidade. A partir dos aportes citados, buscamos problematizar esse livro como artefato cultural o qual desenvolve uma pedagogia cultural, que através da naturalização de algumas características apresentadas pelos meninos, acaba por regular a constituição da sexualidade masculina e ensinando aos adultos como promovê-la. Palavras – chave: Estudos Culturais, Masculinidades, Discurso.
Édipo rei: a formação do homem para a polis
Authors: Melo José Joaquim Pereira , Gomes Renan Willian Fernandes 
Published: October 2013

http://dx.doi.org/10.5902/198464447000 Pretende-se, com este texto, discutir a proposta de formação do homem grego para a polis, conforme se entende que foi expressa por Sófocles em Édipo Rei. Nessa peça, ainda que de maneira não intencional, o autor apontou o ideal de homem que, em sua perspectiva, poderia vir a responder às necessidades da sociedade helênica do seu tempo, a qual, dividida entre o mito e a razão, contava com um homem em conflito que precisava de direcionamento. Sófocles, por meio de seu protagonista, representou a conduta que considerava ideal e, ao fazê-lo, abriu para o público uma possibilidade de reflexão e discussão a respeito das transformações econômicas, sociais e políticas de seu tempo. Assim, ele criou um herói que, para além do papel do cidadão, constituiu-se como um modelo de formação diferente do consagrado pelo período arcaico.
O caráter funcional do abandono do trabalho docente na Educação Física na dinâmica da cultura escolar
Authors: Pich Santiago , Schaeffer Pedro Augusto , Carvalho Lucas Prado de 
Published: October 2013

http://dx.doi.org/10.5902/198464447269 Este trabalho situa-se no campo de estudos da cultura escolar, focalizando a cultura escolar da Educação Física. O conceito de cultura escolar tem sido uma importante chave de leitura teórico-metodológica para a compreensão internalista do dia-a-dia escolar, possibilitando des-velar suas tramas e estratégias, a partir de focalizar a interação dos atores da instituição escolar. Temos como objetivo compreender o caráter funcional do abandono do trabalho docente da Educação Física para a dinâmica da cultura escolar. Realizamos o trabalho de campo através de pesquisa etnometodológica em uma escola municipal de Curitiba –PR, utilizando como instrumentos para a coleta de dados o diário de campo e a entrevista biográfica. Observamos aulas de Educação Física das turmas do quarto e quinto ano do ensino fundamental. Ao final dos estudos, constatamos que o abandono do trabalho docente na Educação Física se torna funcional para a cultura escolar existente, sendo esse abandono sustentado pelos diferentes atores da comunidade escolar (professores, alunos e direção do colégio).
O mais importante da educação importante
Authors: Karwoski Acir Mário , Lima Regina 
Published: October 2013

http://dx.doi.org/10.5902/198464447676 Em sua vasta vida de pesquisador e pensador, Pedro Demo concentra seus estudos nas questões mais críticas da educação, do ensino-aprendizagem principalmente nas escolas públicas e, nesta obra “O mais importante da educação importante” o ponto de partida foi um texto de comentários escrito pelo autor em 2011 a fim de analisar o último Plano Nacional de Educação – PNE (2011-2020). A obra apresenta interessantes reflexões para mudança das políticas e das práticas educativas visando à melhoria da qualidade da educação no Brasil.
Sindicalismo docente renascido
Authors: Weiner Lois 
Published: October 2013

http://dx.doi.org/10.5902/198464448984 Nos últimos cinco anos temos testemunhado uma demonização dos sindicatos docentes que busca alcançar o seguinte objetivo: a destruição do mais estável e potencialmente poderoso defensor da educação pública de massas.
Mundialização e trabalho social do ser social professor pesquisador
Authors: Silva Junior João Dos Reis , Lucena Carlos , Ferreira Luciana Rodrigues 
Published: October 2013

http://dx.doi.org/10.5902/198464448985 Este artigo tenta analisar o movimento da dimensão do tempo contemporâneo na sociedade capitalista. A existência da humanidade no presente e suas prerrogativas, utopias, sonhos e desejos aponta o desafio da percepção de um conceito de tempo como uma construção cultural de base materialista. Esses são pressupostos utilizados para uma crítica radical às condições de trabalho na Instituição Universitária Pública Brasileira. A mundialização da economia expressa pelo capital financeiro redefine o conceito de tempo, acelerando-o aos interesses da reprodução desenfreada do capital, impondo processos perversos no cotidiano educacional responsáveis pelo crescimento do estranhamento no trabalho dos professores. Palavras-chave: tempo contemporâneo; mundialização da economia; intensificação do trabalho; trabalho docente.
As relações entre mundo do trabalho e a escola: a alternância como possibilidade de integração
Authors: Kuenzer Acacia Zeneida , Lima Humberto Rodrigues de 
Published: October 2013

http://dx.doi.org/10.5902/198464448989 Este artigo tem por objetivo analisar as possibilidades de diálogo entre educação profissional integrada ao ensino médio e pedagogia da alternância a partir da experiência que vem sendo desenvolvida no Paraná, mediante a articulação entre Estado e movimentos sociais, neste caso representados pela ARCAFAR/Sul. Os dados coletados por Rodrigues de Lima (2013), ao pesquisar a integração entre ensino médio integrado à educação profissional e a pedagogia da alternância em três das Casas Familiares que implantaram a integração da educação profissional ao ensino médio, no período de 2006 /2008 no Paraná, permitem analisar, em um caso concreto, as possibilidades de avanço deste modelo no que diz respeito à formulação de políticas públicas e a uma proposta pedagógica que, adotando as categorias do materialismo histórico, melhore as condições de emancipação humana no campo. E, ao mesmo tempo, analisar que dimensões desta experiência podem ser transferidas para o ensino médio integrado.
O trabalho docente e a produtividade: recuperando marcos fundadores
Authors: Ciavatta Maria 
Published: October 2013

http://dx.doi.org/10.5902/198464449049 Neste texto, temos por objetivo fazer o resgate histórico de alguns marcos fundadores da produtividade no trabalho e na educação para melhor compreensão da lógica se legitima atingindo o âmago da atividade docente. O avanço dos critérios produtivos sobre a formação dos trabalhadores tem suas primeiras expressões nos anos 1940, ainda durante a Ditadura do Estado Novo. Em primeiro lugar, fazemos uma breve apresentação do conceito de produtividade; a seguir, alguns de seus marcos fundadores na história do país; e, por último, a particularidade de uma desses marcos, a presença da CBAI (Comissão Brasileiro-Americana de Ensino Industrial).
Pleurer et rire pour de vrai
Authors: Ferraris Maurizio 
Published: October 2013

L’une des réponses au paradoxe de la fiction consiste à dire que les émotions que nous éprouvons face aux oeuvres de fiction ne sont pas véritables. Mais qu’est-ce que pleurer ou rire pour de vrai ? En fait, presque toutes les formes de rire ou de larmes, et de réactions émotionnelles, sont compatibles avec la fiction, y compris celles qui sont des émotions vraies. Ce qui pose problème dans le paradoxe est la prémisse selon laquelle nos croyances au sujet de la fiction doivent être vraies ou fausses.
Pleurer à chaudes larmes de crocodile
Authors: Barbero Carola 
Published: October 2013

Je m’intéresse dans cet article aux émotions que nous ressentons lorsque nous lisons une oeuvre de fiction. Certains philosophes pensent que notre implication émotionnelle dans la fiction constitue un paradoxe, et implique soit une forme d’irrationalité, soit la participation à un jeu de « faire semblant ». Ici, je soutiendrai qu’une Théorie de l’Objet à la Meinong, en défendant une approche réaliste des émotions liées la fiction, permet de résoudre adéquatement ce paradoxe de la fiction.