ethanporcaro/eric-fulltext-meta huggingface dataset:
Shifting Contexts: Investigating the Role of Context in the Use of Ubiquitous Computing for Design-Based Learning
Author: Willis, Katharine S.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Uses in Education,Design,Teaching Methods,Educational Technology,Interviews,Questionnaires,Focus Groups,Student Projects,Electronic Learning,Undergraduate Students,Pretests Posttests,Workshops,Information Technology,Foreign Countries,Student Attitudes

In design teaching ubiquitous technologies can offer new ways of situating learning within real world experiences. Yet they require new types of knowledge; both an understanding of how to work with the technology and also an understanding of how to use the technologies to respond to changing contexts such as the place and the people. We sought to understand the factors affecting how students work with the acquiring these broader knowledge bases and how this impacted on the learning outcomes in design-based learning. In this paper we discuss an approach to tertiary design teaching that involves the use of ubiquitous technologies to support fieldwork and in-situ learning and through this we evaluate the impact on teaching and learning. We will describe the methods of the study, which involved pre- and postinterviews and questionnaires completed by individual students, focus groups as well as analysis of the outcomes of the student projects. We will explore how a series of different contexts framed and affected the learning experience by exploring the context as location, technology and social setting. Since the projects required students to not only use ubiquitous technologies as tools for learning, but also as components of the design project outcomes we also highlight a series of short case studies of student project outcomes to analyse how the students integrated them into their learning environments. In the discussion of the results we will focus on how the context of the learning was understood by the students, and we will discuss an evaluation of how this changed during the course of the teaching project. [For the complete proceedings, see ED557171.]
An Environment for Mobile Experiential Learning
Author: Petrovic, Otto
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Experiential Learning,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Higher Education,Information Systems,College Students,Ethnography,Observation

In experiential learning courses students acquire new knowledge through learning that takes place in real-life scenarios. By utilizing mobile devices to conduct observations outside of the classroom, learners can arrive at a broader and deeper understanding of their inquiries. In this paper, we propose a learning environment that integrates mobile technology in an overall experiential learning approach. The proposed environment is separated into a host system where information is stored and mobile devices that are directly connected to the host system via applications that allow for ethnographic research and knowledge production. We depict the relevant components and features that are required for an effective implementation of the proposed model. Finally, we introduce a real-world application of the m-learning environment and highlight the benefits of mobile technology in experiential learning settings. [For the complete proceedings, see ED557171.]
Blending Classroom Teaching and Learning with QR Codes
Author: Rikala, Jenni
Date: 2014-00-00
Type: Reports - Research
Subjects: Foreign Countries,Case Studies,Classroom Techniques,Classroom Environment,Handheld Devices,Audience Response Systems,Coding,Feasibility Studies,Control Groups,Experimental Groups,Grade 5,Student Motivation,Academic Achievement,Alignment (Education),Teaching Methods,Learning Strategies,Instructional Design,Interviews,Student Surveys,Student Attitudes,Questionnaires,Likert Scales,Educational Practices,Instructional Effectiveness

The aim of this case study was to explore the feasibility of the Quick Response (QR) codes and mobile devices in the context of Finnish basic education. The interest was especially to explore how mobile devices and QR codes can enhance and blend teaching and learning. The data were collected with a teacher interview and pupil surveys. The learning outcomes were measured with the test results after the experiment and with the pupil's self-evaluation. From a learner's point of view, the QR activity was motivating and brought much-wanted variation to the traditional school day. The QR problems encouraged the pupils to persevere with the problems, an effect which led to good learning outcomes. [For the complete proceedings, see ED557171.]
Intrigue at the Museum: Facilitating Engagement and Learning through a Location-Based Mobile Game
Author: Xhembulla, Jetmir
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Handheld Devices,Educational Games,Museums,Computer Oriented Programs,Foreign Countries,Children,Learner Engagement,Informal Education,Mixed Methods Research,Questionnaires,Attitude Measures,Observation,Adolescents,Parent Attitudes

The use of portable devices to explore informal learning environments has recently exposed museums to a mobile learning (m-learning) scenario. In particular, location-based mobile applications that take into account not only a specific physical venue, but also the personal and social context can be valuable resources to enhance the visitor experience. Game-based applications that leverage on fun and social interaction to facilitate the meaning-making process represent a promising approach, since they favor both learning and entertainment activities. This paper presents the design and evaluation of &quot;Intrigue at the museum&quot;, a location-based game addressed to children visiting Palazzo Madama-Museo Civico d'Arte Antica (Turin, Italy). This piece of work offers a methodological insight into the evaluation of engagement as a precursor of learning and provides evidence that a resource of this kind can contribute to a meaningful and enjoyable exploration of the museum by children. [For the complete proceedings, see ED557171.]
A Framework to Support Mobile Learning in Multilingual Environments
Author: Jantjies, Mmaki E.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Guidelines,Multilingualism,Interviews,Questionnaires,Telecommunications,Handheld Devices,High School Students,Foreign Countries,Drills (Practice),Science Instruction,Mathematics Tests,Audio Equipment,Electronic Learning,Teaching Methods,Learning Processes,Code Switching (Language),Language of Instruction,Native Language,Cultural Context,Context Effect,Second Language Learning,African Languages,English (Second Language)

This paper presents a multilingual mobile learning framework that can be used to support the pedagogical development of mobile learning systems which can support learning in under-resourced multilingual schools. The framework has been developed following two empirical mobile learning studies. Both studies were conducted in multilingual South African high schools where learners were provided with mobile phones to access a multilingual system called M-Thuto. In the first study, 90 learners interacted with a bilingual application that included class notes, drill exercises and a quiz for their mathematics lessons. In the second study, 32 learners were expected to create audio clips of their notes gathered from their daily physical science lessons using their home languages. The learners uploaded these notes onto an online mobile learning system and used them later for revision. Data were gathered from their interactions in both studies through interviews and questionnaires and analysed through descriptive statistics and a thematic analysis. These results have contributed to a framework which prescribes factors that need to be considered when creating multilingual mobile learning systems that support the process of learning in developing country secondary schooling environments. [For the complete proceedings, see ED557171.]
EBooks as PDF Files, in EPub Format or as Interactive IBooks? Digital Books in Physics Lessons of Secondary Education
Author: Lohr, Manfred
Date: 2014-00-00
Type: Reports - Research
Subjects: Foreign Countries,Books,Electronic Publishing,Electronic Learning,Handheld Devices,Computers,Blended Learning,Technology Integration,Student Attitudes,Science Instruction,Secondary School Students,Secondary Education,Interaction,Multimedia Materials,Computer Software,Physics,Secondary School Teachers,Student Motivation

This paper outlines the different capabilities of ebooks in the pdf, epub and ibook format in science teaching evaluated at the BG/BRG Schwechat. Over the recent years the school equipped with 100 personal computers and 28 iPads has become one of the leading e-learning schools in Austria. iPads show their advantages in the context of blended learning sequences: the devices are instantly ready to use and allow pure haptic interaction with the content. The iPad appeals with its simple interface and very stable operating system. It encourages teachers to implement e-learning with the usage of ebooks into their lessons. Significant differences between ebooks as pdf format, epub format and ibook format are evident in the integration of interactive elements: only ibooks support the integration of various interactive objects beside basic functionalities like the use of dictionaries and tagging tools. This format of ibooks meets the demands of teachers and pupils in ebooks in almost every point with the disadvantage that they are available only for iPads. The creation of ebooks goes smoothly with the use of the software pages available for Mac OS and iOS, which is appropriate for the epub format, the production of interactive ibooks succeeds with the software iBooks Author available only for Mac OS. The evaluation of this paper was done with the feedback tools of the learning platform Moodle asking students about their views. Through two e-lectures with teachers and a presentation at the national conference called &quot;Tablet User Days 2013&quot; at the Pedagogical University in Melk, a validation of this work was accomplished. [For the complete proceedings, see ED557171.]
Developing a Mobile Social Media Framework for Creative Pedagogies
Author: Cochrane, Thomas
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Social Networks,Educational Technology,Creative Teaching,Technology Uses in Education,Higher Education,Communications,Journalism Education,Graphic Arts,Design,Communities of Practice,Telecommunications,Teaching Methods,Handheld Devices,Foreign Countries

This paper explores an overview of an evolving framework to enable creative pedagogies as applied to three different higher education contexts. Based upon our experiences, we propose a critical framework for supporting and implementing mobile social media for pedagogical change within higher education. Our framework maps the SAMR educational technology adoption framework with three levels of creativity onto the Pedagogy-Andragogy-Heutagogy continuum. We illustrate the use of this framework in the context of three University courses: Communications Studies, Journalism, and Graphics Design. Critical to the framework is the establishment of collaborative communities of practice of lecturers and educational researchers who model the use of mobile social media in their own teaching practice. Implementing our framework has enabled a refocus upon ontological pedagogies rather than previous teacher-directed pedagogies. [For the complete proceedings, see ED557171.]
Learning and Teaching with Mobile Devices an Approach in Secondary Education in Ghana
Author: Grimus, Margarete
Date: 2014-00-00
Type: Reports - Research
Subjects: Teaching Methods,Telecommunications,Educational Technology,Technology Uses in Education,Internet,High Schools,Teacher Education,Technology Integration,Teacher Attitudes,Workshops,Technological Literacy,Faculty Development,Secondary School Teachers,Online Surveys,Handheld Devices,Likert Scales,Foreign Countries,Questionnaires,Feedback (Response),Student Attitudes,High School Students

While many developing nations find Internet-based e-learning unsuitable for their needs (lack of technology as well as of accessibility), mobile learning methods--specifically those involving the use of mobile-phones for both formal and informal learning--hold great promise for them (Grimus et al, 2013b). This article examines the chances and challenges of the use of mobile devices to support improvement and transformation of education in a Senior High School in Ghana. It draws attention to the local situation in a field-study looking at infrastructure, development of material and support. A model for teacher training was designed to facilitate teachers' attitudes and abilities for implementation of mobile learning. The article figures out how mobile devices can be integrated in learning and teaching on the specific background of a school in Ghana. Based on our results we conclude that teachers and students want to use mobile devices in learning. Their perceptions are positive and they developed courses for specific subjects available for eReaders and mobile phones. The results and feedback from two workshops encourage us to propose this model as an example for integration of mobile devices for learning in other regions of Sub Sahara Africa. [For the complete proceedings, see ED557171.]
Preparing Lessons, Exercises and Tests for M-Learning of IT Fundamentals
Author: Djenic, S.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Information Technology,Computer Science Education,Instructional Materials,Fundamental Concepts,Handheld Devices,Introductory Courses,Learning Activities,Tests,Units of Study,College Instruction,Foreign Countries

This paper represents a result of studying the efficiency of applying mobile learning technologies, as well as the accompanying advanced teaching methods in the area of Information Technologies, at the School of Electrical and Computer Engineering of Applied Studies in Belgrade, Serbia. It contains a brief description of the form of application and distribution of teaching materials designed for the area in question, which are available to students on their mobile devices (Smartphone, iPod touch, Tablet computer...), supplied with the suitable mobile operating systems (Android, iOS, Windows 8...). The paper focuses on the benefits of mobile learning, observed so far, based on the experience of both teachers and students acquired during Information Technologies Fundamentals, a course which is held this year, during which students get familiar with the basic concepts in this area, as well as with its applications which are of relevance for future engineers of computer technologies. [For the complete proceedings, see ED557171.]
Learner Centric in M-Learning: Integration of Security, Dependability and Trust
Author: Mahalingam, Sheila
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Computer Security,Reliability,Trust (Psychology),Satisfaction,Student Attitudes,Classification,Models,Definitions

The paper focus on learner centric attributes in a m-learning environment encounters the security measurements. In order to build up a systematic threat and countermeasure for protecting the learners as well as providing awareness and satisfaction in utilizing the mobile learning system, a security model need to be overhauled. The brief literature survey is conducted and analyst to produce a new classification and definition. The paper introduces new definition, concepts and classification model integrating security and dependability for a learner centric security model and evaluation to assess the confidence and satisfaction level of learners. [For the full proceedings see ED557171.]
What Mobile Learning and Working Remotely Can Learn from Each Other
Author: Depryck, Koen
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Teleworking,Educational Innovation,Education Work Relationship,Distance Education,Blended Learning,Educational Environment,Workplace Learning,Comparative Analysis

To a large extent, developments in the workplace and in (especially formal) education still take place independently from each other, regardless of a strong (market driven) demand to bring both closer to each other. The divide is especially visible when looking at developments towards e-working (telecommuting, …) on the one hand and developments towards and in e-learning (online learning, mobile learning, …) on the other. Nevertheless, mobile learning and working remotely (telecommuting) share a number of concerns as well as a potential for a paradigmatic shift in what we expect as their output. In this reflection paper we explore how experiences and good practices from both domains can be put to work in an overall move towards a more innovative society. The key, it turns out, is not an either/or but a flexible organization in which a blend of face-to-face and distance interact in a truly mobile context in which learning environments are designed as knowledge workplaces and workplaces as learning environments. [For the full proceedings see ED557171.]
In-Time On-Place Learning
Author: Bauters, Merja
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Handheld Devices,Video Technology,Electronic Learning,Workplace Learning,Informal Education,Experiential Learning

The aim of this short paper is to look at how mobile video recording devices could support learning related to physical practices or places and situations at work. This paper discusses particular kind of workplace learning, namely learning using short video clips that are related to physical environment and tasks preformed in situ. The paper presents challenges of supporting learning as part of work practices taking place in the workplace, because learning has different attributes during work than in formal educational contexts: e.g. it is informal, just in time and social. The theoretical framework of the design is the tradition of pragmatism. We start with the concepts of experience, change of practices/habits and reflection, claiming that living through experiences suggest changes for practices and these trigger reflective processing of the situations. We present an Android application &quot;Ach So!&quot; for creating and annotating short videos as potential solution for informal learning for physical work practices. The paper ends in proposing future steps in the development of the application. The co-design process for the application is lean and iterative, where the design receives feedback from the project partners, skilled workers, apprentices and managers of SMEs targeted to be the main users of the application. [This work is co-funded by EU, 7th Framework Programme, The Learning Layers project. For the full proceedings see ED557171.]
Mobile Learning and Achievement Goal Orientation Profiles
Author: Asplund, Minna
Date: 2014-00-00
Type: Reports - Research
Subjects: Telecommunications,Handheld Devices,Goal Orientation,Case Studies,Foreign Countries,College Students,Academic Achievement,Correlation,Assignments,Engineering Education,Questionnaires,Student Motivation,Likert Scales,Multivariate Analysis,Success,Mastery Learning,Student Characteristics

Students with different achievement goal orientations have different approaches towards learning and studying. There is a widespread interest to find an easy access into learning spaces for those students who have low motivation with fear of failure and academic withdrawal. Mobile learning offers an easily accessible chance with low threshold to view materials and to carry out mobile assignments. The topic of this cases study was to investigate different achievement goal orientation profiles combined with mobile learning. The aim of the study was to reveal if any correlation could be found between students' achievement goal orientation profiles and results from mobile assignments students did with smartphones on the course &quot;The basics of databases&quot;. The sample consisted of students in the second academic year (N = 173) at the Faculty of Technology at Lahti University of Applied Sciences in Finland, of whom 64.7% had an achievement goal orientation profile (n = 112). The results of the study imply that no difference can be found between orientation profiles and outcome from mobile assignments. Contrary to what was expected, students with a positive orientation profile (mastery-oriented and success-oriented) did not get any better results from mobile assignments than students with a negative orientation profile (avoidance-oriented). This in turn implies that students with an avoidance oriented profile could benefit from mobile assignments. [For the full proceedings see ED557171.]
Portability and Usability of Open Educational Resources on Mobile Devices: A Study in the Context of Brazilian Educational Portals and Android-Based Devices
Author: da Silva, André Constantino
Date: 2014-00-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Technology,Resource Units,Shared Resources and Services,Usability,Telecommunications,Technology Uses in Education,Handheld Devices,Simulation,Animation,Higher Education,Educational Games

Open Educational Resources (OER) are freely accessible, openly licensed hypertext, audio, video, simulations, games and animations that are useful for teaching and learning purposes. In order to facilitate the location of such resources, educational content portals are being created, crowding contents that were produced by different teams with different technologies usually designed to be accessed by conventional computers equipped with keyboard, mouse and a medium sized screen. Since these resources are available in Internet and with the popularity of smartphones and tablets it is necessary to study the portability and the usability of these resources when accessed by these devices, which user interact with fingers. Due the changing of the input modalities and other device's characteristics some usability problems can occur and can impair the use of these resources in mobile devices. This exploratory study intended to raise and analyze possible difficulties of interaction between users and educational software designed for desktop accessed through mobile devices like tablet and smartphone. We discuss data about three educational resources accessed in two android-based mobile devices, a smartphone and a tablet, and identified several problems that resources' developers need to take account to produce resource for be accessed in desktops and mobile devices and the problem of download and running OER on mobile devices. [This work was also funded by the Instituto Federal de Educação. For the full proceedings see ED557171.]
Dealing with Malfunction: Locus of Control in Web-Conferencing
Author: Klebl, Michael
Date: 2014-07-00
Type: Reports - Research
Subjects: Foreign Countries,Locus of Control,Computer Mediated Communication,Synchronous Communication,Online Courses,Computer Attitudes,Internet,Information Systems,Error Patterns,Measures (Individuals),Gender Differences,Error Correction,Troubleshooting

This paper considers how students deal with malfunctions that occur during the use of web conferencing systems in learning arrangements. In a survey among participants in online courses that make use of a web-conferencing system (N = 129), the relationship between a preference for internal or external locus of control and the perception of technical difficulties is examined. This study starts from the idea that the experience of malfunctions has an influence on the acceptance of information systems in education, while support services are availed mainly by users who act responsible in using technology anyway. [For full proceedings, see ED557189.]