ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Mobile Apps and Social Media for Online Learner-Generated Content
Author: Henry, Paul David
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Electronic Learning,Handheld Devices,Mass Media Use,Online Courses,Learning Experience,Adult Students,Learning Activities,Educational Technology,Courseware,Material Development,Student Developed Materials,Learner Controlled Instruction

As part of an evolutionary approach to extending and enhancing the online learning experience for adult students in the LMS-based online college courses that I teach, I have been introducing learning activities that use social media and mobile devices. However, realizing that student adoption of mobile devices with data plans such as smartphones or tablets was still evolving, I focused on the development and use of these resources from a teaching perspective and to test and model it for learner-generated content. With the increasing adoption of mobile devices, I have begun to explore how I can integrate mobile learning activities into the online course assignments in ways that would allow students to use their mobile devices as a means of creating learner-generated content and sharing communications about that process. In this paper, I share my initial, anecdotal findings about this process, identify useful social media and mobile apps for mobile learning, provide examples of their successful integration into online course assignments and activities, and propose methods of further research and development. [For the complete proceedings, see ED557171.]
Mobile Learning and Early Age Mathematics
Author: Peled, Shir
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Electronic Learning,Mathematics Education,Learning Experience,Educational Practices,Object Manipulation,Handheld Devices,Cooperative Learning,Courseware,Educational Games,Educational Technology,Educational Development,Instructional Design,Instructional Development

The ability to develop engaging simulations and constructive learning experiences using mobile devices is unprecedented, presenting a disruption in educational practices of historical proportions. In this paper we describe some of the unique virtues that mobile learning hold for early age mathematics education. In particular, we describe how object-based learning, any place/anywhere learning, collaborative learning, gamified learning, customized learning, and adaptive learning, come to play in our work on &quot;SlateMath.&quot; SlateMath is a richly indexed portfolio of hundreds of instructional units, designed to support the teaching and learning of mathematics at the elementary school level (kindergarten through sixth grade) using mobile devices. SlateMath is cross-platform, multi-lingual, and freely available for schools and teachers world-wide. [For the complete proceedings, see ED557171.]
Representations of an Incidental Learning Framework to Support Mobile Learning
Author: Scanlon, Eileen
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Informal Education,Educational Technology,Computer Software,Immigrants,Incidental Learning,Urban Education

This paper discusses how the particular features of mobile learning can be harnessed to provide new informal learning opportunities in relation to context aware and location based learning. The MASELTOV project is developing representations of an incidental learning framework to enable software developers and researchers to both design and analyse learning journeys to support social inclusion and language learning. Visual representations act as boundary objects that enable interdisciplinary conversations and reveal potential issues. Mobile learning offers the possibility of scaffolding the transfer between settings, and we identify location as a key element of making learning relevant to the user's situation. This affordance is illustrated with the example of the application of mobile learning, and in particular, incidental learning, to assist the target audience (recent immigrants) in the MASELTOV project. This project is developing an incidental learning framework which we have used to explore in detail the potential incidental learning journeys which may be undertaken by the immigrants, and in this paper we discuss the current framework, and the challenges in generating representations that support useful debate. [This research has received funding from the European Community's Seventh Framework Programme (FP7/2007-2013) under grant agreement No. 288587 MASELTOV. For the full proceedings, see
Open and Editable: Exploring Library Engagement in Open Educational Resource Adoption, Adaptation and Authoring
Author: Walz, Anita R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Resources,Instructional Materials,Copyrights,Academic Libraries,Research Universities,Opportunities,Shared Resources and Services,Library Services,Media Adaptation,Adoption (Ideas),Material Development

Open Educational Resources (OER) have saved students millions of dollars in textbook costs and greatly expanded access to a wide variety of educational materials for countless numbers of students and life-long learners. OER have also saved teachers time and effort by allowing them to reuse, modify, and build on materials developed by other teachers. After a brief discussion of OER and foundations of open licensing, this article presents a number of opportunities for libraries, particularly those situated at research universities. [A list of combined References and Notes is provided.]
Research on Demand Analysis of the Users of the Senior English Diagnostic System
Author: Guo, Chen
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: English (Second Language),Foreign Countries,Electronic Learning,Use Studies,User Needs (Information),Secondary School Teachers,High School Seniors,Instructional Design

As the significance of learning English is becoming increasingly apparent, more and more English online practice systems are used by English learners. However, a thorough process of research and detailed analysis of user demand have not fully implemented before the design of these systems. As a result, these systems may suffer the defects of low availability and poor interactivity. In this paper, the author proposes the demand analysis description after discussion and communication with several English teachers and students in senior high school, which reflects the requirements of the two main user groups and lays a solid foundation for the design of the Senior English Diagnostic Practice System. [For full proceedings, see ED557168.]
Mobile Learning and Art Museums: A Case Study of a New Art Interpretation Approach for Visitor Engagement through Mobile Media
Author: Benito, Victoria López
Date: 2014-00-00
Type: Reports - Research
Subjects: Electronic Learning,Arts Centers,Museums,Case Studies,Art Education,Audiences,Art Appreciation,Cognitive Psychology,Web 2.0 Technologies,Exhibits,Handheld Devices,Community Involvement,Foreign Countries

Nowadays Mobile technologies in Museums and especially in Art Museums are a popular way of communication with their audiences. These kinds of technologies have a high communicative potential and also could be a tool for marketing, information, engagement and learning as well. However with regards how these resources explain the meaning of works of art, generally they maintain the same language of the traditional and passive resources like texts, labels or brochures, especially when the involved audience is general public. This means that Art interpretation is still based on formal description. On the contrary, Mobile Media provide new opportunities of interaction with audiences; the visitors could visit a Museum from their couch; or even they could create content about a painting through their mobile devices. Therefore, if the media of communication with the audiences of Art Museums are changing, there must be a change of how art is explained. Accordingly, this paper examines a case study developed in a wider research about Art interpretation and Mobile Media in which a new message to explain Art is explored. This new Art interpretation approach combines the contributions of Cognitive Phycology about Art perception and the possibilities of interaction of Mobile and digital technologies. The case study has been conducted in a local museum whose collection consists mostly of sculptures and paintings from the Nineteenth and the Twenty centuries, especially Catalan Art from this period. A blog called &quot;A small exhibition of Deu Museum&quot;, tablets and QR codes were used for the development of the fieldwork. However, according to the conceptual framework of the research, the most important thing is the content that is behind the QR codes. Also the preliminary results are exposed in this paper. [This article is part of the lines of research R &amp; D project edu2011-28684 entitled: Educational Musealization of Heritage Spaces Based on Reactive Applications and Multiplatform Contents: Mobile Phones and Touchscreens.] [For the complete proceedings, see ED557171.]
Supporting Teachers to Design and Use Mobile Collaborative Learning Games
Author: Marfisi-Schottman, Iza
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Cooperative Learning,Electronic Learning,Educational Games,Learning Activities,Program Design,Instructional Design,Curriculum Design,Curriculum Implementation,Vignettes,Role Playing,Adventure Education,Educational Technology,Design Preferences

Mobile Collaborative Learning Games combine all the ingredients necessary to attract students' attention and engage them in learning activities. However, designing a coherent scenario that combines mobility, game mechanics and collaborative learning is quite a challenge. In this article, we take the first step by proposing several game patterns that naturally integrate these mechanics in order to support educational goals. We also discuss ways to support teachers design these applications and adapt them to their course material and specific learning situations. Finally, we identify the technical challenges linked to the deployment of these applications such as connectivity between mobile devices, geolocation, real time adaptation of scenarios by teachers and the use of data collected on the field as course material. [For the complete proceedings, see ED557171.]
Cultivating Kuumba: Applying Art Based Strategies to Any Field
Author: Ellis, Auburn Elizabeth
Date: 2015-05-00
Type: Reports - Descriptive
Subjects: Adult Education,Art Education,Creativity,Culturally Relevant Education,Teaching Methods,Afrocentrism,Case Studies,Educational History

There are many contemporary issues to address in adult education. This paper explores art-based strategies and the utilization of creativity (Kuumba) to expand learning for global communities in any field of practice. Benefits of culturally grounded approaches to adult education are discussed. Images from ongoing field research can be viewed at auburnaesthetic.com.
Evaluating QR Code Case Studies Using a Mobile Learning Framework
Author: Rikala, Jenni
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Coding,Feasibility Studies,Case Studies,Electronic Learning,Handheld Devices,Foreign Countries,Blended Learning,Technology Integration,Educational Technology,Curriculum,Teacher Competencies,Technological Advancement,Social Change,Mathematics,Literature,Elementary Secondary Education,Grade 5,Grade 9,Interviews,Student Surveys,Observation

The aim of this study was to evaluate the feasibility of Quick Response (QR) codes and mobile devices in the context of Finnish basic education. The feasibility was analyzed through a mobile learning framework, which includes the core characteristics of mobile learning. The study is part of a larger research where the aim is to develop a theoretical framework for mobile learning and mobile learning practices. QR codes were chosen in particular because teachers were interested in seeing how this relatively easy and versatile technology could be utilized in their classrooms. QR code implementations blended in and enriched the traditional teaching methods and classroom learning in a motivating and meaningful way. The core characteristics of mobile leaning were realized comparatively well. However, the study also indicated that the factors that should be added to the framework are the school curriculum, ICT integration strategies, teacher competencies, and technological, social and cultural change. [For the complete proceedings, see ED557171.]
Designing a Site to Embed and to Interact with Wolfram Alpha Widgets in Math and Sciences Courses
Author: Cepeda, Francisco Javier Delgado
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Blended Learning,Higher Education,Physics,Mathematics,Student Projects,Web Sites,Integrated Curriculum,Learning Activities,Design,Foreign Countries,Technology Uses in Education,Thinking Skills

This paper reports design and implementation outcomes at middle development advance of an educative program based on use and construction of widgets on Wolfram Alpha platform at higher education level for engineering and sciences areas. Widgets were based on Physics and Mathematics curricula under Project Oriented Learning and Blended Learning methodologies. Widgets constructed by teachers are first used by students to appropriate basic concepts of each course on a mobile learning basis; after, students construct their own widgets applying that concepts but involving different applied situations based on curriculum integration. Two phases of this activity help to develop basic and high level thinking. Description of design combining Wolfram Alpha widget developer, Weebly and Jotform tools to set up the widgets, institutional current advances on teachers training, courses involved and current outcomes of project are presented. [For the full proceedings see ED557171.]
Mobile-Based Chatting for Meaning Negotiation in Foreign Language Learning
Author: Castrillo, María Dolores
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Second Language Learning,Second Language Instruction,German,Spanish,Native Language,Student Attitudes,Student Participation,Oral Language,Written Language,Cooperative Learning,Questionnaires,Handheld Devices,Asynchronous Communication,Qualitative Research,Interpersonal Communication,Introductory Courses,Technology Uses in Education,Undergraduate Students,Information Technology,Foreign Countries,Statistical Analysis

This paper analyzes the adequacy of mobile chatting via Whatsapp for the enhancement of a type of spontaneous and colloquial written interaction which has a strong connection with oral discourse. This is part of a research project undertaken with Spanish students of German as a foreign language with a beginner's or quasi-beginner's level. The paper presents the context and parameters of this learning experience and the methodology followed. Then, an analysis of the results is undertaken in terms of student response, attitude and participation, and also in terms of the meaning negotiation strategies and language used. Finally, conclusions are drawn regarding the adequacy of the Whatsapp technology for the practice and improvement of interactive skills for foreign language students at the initial learning levels. [For the complete proceedings, see ED557171.]
Cross-Cultural Design of Mobile Mathematics Learning Service for South African Schools
Author: Walsh, Tanja
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Information Technology,Cross Cultural Studies,Longitudinal Studies,Foreign Countries,Outcomes of Education,Cultural Context,Cultural Awareness,Instructional Design,Mathematics Instruction,Learning Processes,Course Content,Teaching Methods,Educational Research,Teacher Student Ratio,Literacy,Case Studies,Grade 9,Grade 10,High School Students,Self Evaluation (Individuals),Tutoring,Peer Relationship,Qualitative Research,Statistical Analysis,Student Attitudes,Questionnaires,Language Usage,Educational Environment,Family Environment,Cooperative Learning,Teacher Attitudes,Secondary School Teachers

In the era of mobile devices and services, researchers in the educational domain have been interested in how to support learning with mobile technology in both local and global contexts. Recent human-computer interaction (HCI) research in the educational domain has particularly focused on how to develop mobile learning services and how to evaluate the learning outcomes. However, learning occurs in a local cultural context and the impact of culturally sensitive issues of the design of mobile learning needs more attention. We studied mobile mathematics learning-service in a longitudinal research with over 30 South African schools during three years. Our aim was to understand culturally dependent issues which need to be taken into consideration in the design of mobile learning services. We found subjective and objective culturally dependent issues in the content, context, infrastructure and technology of mobile learning and therefore, subjects to cross-cultural research. In conclusion, we argue that localization enhances the user experience and therefore support learning. [For the complete proceedings, see ED557171.]
Mobile Technology Integrated Pedagogical Model
Author: Khan, Arshia
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Models,Integrated Curriculum,Usability,Technological Literacy,Surveys,Computer Software,Technology Integration,Student Surveys,Program Effectiveness,College Students,Experiential Learning,Computer Science Education,Competence,Programming,School Business Relationship

Integrated curricula and experiential learning are the main ingredients to the recipe to improve student learning in higher education. In the academic computer science world it is mostly assumed that this experiential learning takes place at a business as an internship experience. The intent of this paper is to schism the traditional understanding of equating experiential learning with internships. A model was created and tested in three consecutive years of software engineering classes. This model is based on the integrated curricula concept. A survey was conducted to measure the usability of this model. The results indicated that the students' hard/technical and soft professional skills improved. The paper will first describe the model and then discuss the results of the survey. According to most of the models in this are created for the freshmen where as this model has been created for juniors and seniors who are at a level of extensive independent learning. [For the complete proceedings, see ED557171.]
Evaluation Framework for Dependable Mobile Learning Scenarios
Author: Bensassi, Manel
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Handheld Devices,Educational Technology,Evaluation Methods,Program Effectiveness,Computer Software,Simulation,High School Students,Outdoor Education,Environmental Education,Technology Uses in Education,Time Factors (Learning),Interviews,Instructional Design,Resource Units

The goal of the dependability analysis is to predict inconsistencies and to reveal ambiguities and incompleteness in the designed learning scenario. Evaluation, in traditional learning design, is generally planned after the execution of the scenario. In mobile learning, this stage becomes too difficult and expensive to apply due to the complexity and heterogeneity of mobile infrastructure with contextual constraints. In other word, the test of the dependability has to be alone at early stage. To achieve our goal, evaluating the dependability of the learning scenario, the evaluation model is constructed from the analysis of literature by exploring different aspects of dependability. We propose to apply formal specification and verification in order to evaluate the functional dependability of the mobile learning environment. A specification is the description (usually by means of a temporal logic formulas) of the property (or temporal behaviour) to be fulfilled by the environment under consideration. Verification consists on (exhaustively) proving that the learning environment is correct. [For the complete proceedings, see ED557171.]
Raising Awareness of Cybercrime--The Use of Education as a Means of Prevention and Protection
Author: Bele, Julija Lapuh
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Consciousness Raising,Internet,Crime,Information Security,Telecommunications,Handheld Devices,Blended Learning,Questionnaires,Prevention,Information Technology,Management Systems,Bullying,Sexual Harassment

The widespread use of mobile devices that enable Internet access increases the exposure of both individuals and organizations to cybercrime. This article addresses the issue of strategic prevention of cybercrime with the key focus on the measures to prevent cybercrime related to children and teenagers. The primary tool for such prevention is undoubtedly education aimed at establishing greater awareness and knowledge regarding illegal Internet content and cybercrime among children and teenagers, as well as parents and educators. As many children have Smartphones, special attention should be paid to Smartphones and other mobile devices. Awareness-raising can only be achieved with a combined effort of key stakeholders, which we attempt to achieve though interactive educational modules. Therefore, we have prepared blended learning courses aimed at raising the awareness of the stakeholders (i.e. children, teenagers, teachers, and parents) based on theoretical background, practical experience, and an analysis of questionnaires. Face-to-face lectures are combined with courses conducted with LMS system eCampus, which is developed for use on mobile devices and PC computers, thus ensuring extended effects of the developed modules on the level of awareness of children and teenagers, as well as parents and teachers. [For the complete proceedings, see ED557171.]
Overlapping Chat's Accessibility Requirements between Students with and without Disabilities Due to the Mobile Limitations
Author: Calvo, Rocío
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Mediated Communication,Telecommunications,Handheld Devices,Disabilities,Barriers,Accessibility (for Disabled),Electronic Learning,Educational Technology,Assistive Technology

The use of Chats has been extended to mobile-learning (m-learning) environments in the last decade. Students and teachers can communicate in real time and they do not need waiting till their next tutoring date to solve their problems and doubts. However, Chats have many accessibility barriers and many students cannot use this collaborative tool. These accessibility barriers affect students with disabilities but students without disabilities can face the same accessibility problems due to the restrictions and limitations of handheld devices. Previous studies have improved the accessibility issues of Chats for a specific environment or disabilities but none of them is focused on the limitations that students without disabilities can face when they are using Chats in handheld devices. This is the main aim of this research; specify how the Chats' accessibility requirements have been elicited and analyze the benefits that the obtained requirements can produce for people without disabilities in m-learning contexts. [For the complete proceedings, see ED557171.]