ethanporcaro/eric-fulltext-meta huggingface dataset:
Rules for Adaptive Learning and Assistance on the Shop Floor
Author: Ullrich, Carsten
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Workplace Learning,Manufacturing Industry,Manufacturing,Educational Technology,Artificial Intelligence,Problem Solving,Productivity,Employment Practices,Job Skills,Semiskilled Workers

Today's shop floor, the area of a factory where operatives assemble products, is a complex and demanding work environment. The employed and produced technology becomes ever more complex, and employees are responsible for an increasing amount of tasks. As a consequence, the employee is under constant pressure to solve problems occurring on the shop floor as fast as possible, and simultaneously to improve his work-related knowledge, skills, and capabilities. This paper gives an account how adaptive technology can support the employee on the shop floor in these respects. It describes the organizational requirements to take into consideration and describes a set of rules that support the employee in problem solving and knowledge acquisition. [For full proceedings, see ED571332.]
The Impact of Technology Integration upon Collegiate Pedagogy from the Lens of Multiple Disciplines
Author: Swanson, Joan Ann
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Technology Integration,College Instruction,College Faculty,Qualitative Research,Teacher Attitudes,Technology Uses in Education,Self Efficacy,Technological Literacy,Beliefs,Intellectual Disciplines,Teacher Student Relationship,Case Studies

Technology integration on college campuses has become both a reality and necessity to meet the demands for function and flow in an ever advancing world of learning. This study qualitatively reviewed how a multi-disciplinary sample of collegiate instructors viewed technology and how they incorporated it into their pedagogy. Results indicated a range of technology use largely dependent upon personal faculty self-efficacy with technological tools, and additionally their philosophical and pedagogical beliefs rather than disciplinary alignment. However, significant impact was reported on technology enhancing all discipline-related information, tools, and methods of study. [For full proceedings, see ED571332.]
Towards Concept Understanding Relying on Conceptualisation in Constructivist Learning
Author: Badie, Farshad
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Concept Formation,Constructivism (Learning),Epistemology,Educational Philosophy,Semantics,Schemata (Cognition)

This research works within the framework of constructivist learning (based on constructivist epistemology) and examines learning as an activity of construction, and it posits that knowledge acquisition (and learning) are transformative through self-involvement in some subject matter. Thus it leads, through this constructivism to a pedagogical theory of learning. I will mainly focus on conceptual and epistemological analysis of humans' conceptualisations based on their own mental objects (schemata). Subsequently, I will propose an analytical specification of humans' conceptualisations and understandings over their mental structures in the framework of constructivism, and I will clarify my logical [and semantic] conceptions of humans' concept understandings. This research focuses on philosophy of education and on logics of human learning. It connects with the topics &quot;Cognition in Education&quot; and &quot;Mental Models&quot;. [For full proceedings, see ED571332.]
Sensorimotor Distractions When Learning with Mobile Phones On-the-Move
Author: Castellano, Soledad
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Handheld Devices,Telecommunications,Electronic Learning,Perceptual Motor Learning,Cognitive Processes,Taxonomy,Correlation,Performance Factors,Task Analysis,Motion,Difficulty Level,Surveys,Data Collection,Foreign Countries

This paper presents a discussion on potential conflicts originated by sensorimotor distractions when learning with mobile phones on-the-move. While research in mobile learning points to the possibility of everywhere, all the time learning; research in the area suggests that tasks performed while on-the-move predominantly require low cognitive processing. This work uses Bloom's taxonomy to identify low and high order thinking activities associated to the functionalities of a mobile phone. It also provides preliminary results from a survey identifying correlations between high and low cognitive processing tasks and locations involving users' sensorimotor engagement. [For the full proceedings, see ED571335.]
Personal Biometric Information from Wearable Technology Tracked and Followed Using an ePortfolio: A Case Study of eHealth Literacy Development with Emerging Technology in Hong Kong Higher Education
Author: Notari, Michele
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Case Studies,Literacy,Health Services,Information Technology,Higher Education,Portfolios (Background Materials),Foreign Countries,Questionnaires,Intervention,Thinking Skills,Diaries,Critical Thinking,Student Attitudes,Semi Structured Interviews,Qualitative Research,Independent Study,College Students,Electronic Equipment,Measurement Techniques

In this paper we will show our research approach and discuss potential outcomes. The research project started in January 2016. To understand eHealth literacy development in higher education in Hong Kong, the researchers will conduct a multiple case study including 20 students from an undergraduate course. Each of them will use a wearable device over a period of five months, reflect on emerging personal data, document their thinking and action in an ePortfolio-based journal, and engage in an online forum. The ePortfolio, specifically developed for this research, will allow the students to critically reflect on their progress and for the researchers to intervene at any time on the issues related to the participants' postings. Evidence regarding change in eHealth literacy at the beginning and end of the intervention will be collected with a well-established questionnaire. To understand the qualitative aspect of these changes, semi-structured interviews pre and post intervention will be conducted. Interviews and data from reflections and forum posts will be analyzed and triangulated to understand emerging issues influencing the development of eHealth literacy. After establishing a case report for each of the participants a cross-case analysis will be performed. The study will deliver theoretical and practical recommendations for researchers, teachers and policy makers in higher education to track, support and explore development of new literacies, and in particular, development of eHealth literacy. It will also investigate the applicability of the ePortfolio as a reflective and autonomous learning tool. Furthermore, it will create opportunity for further research on learning using emerging wearable technologies. [For the full proceedings, see ED571335.]
Experiencing a Mobile Game and Its Impact on Teachers' Attitudes towards Mobile Learning
Author: Meishar-Tal, Hagit
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Computer Games,Teacher Attitudes,Electronic Learning,Learning Experience,Attitude Change,Handheld Devices,Technology Integration,Participant Satisfaction,Teacher Workshops,Elementary School Teachers,Questionnaires,Pretests Posttests,Resistance to Change,Foreign Countries

This paper describes a workshop held as part of preparations for a large scale implementation of a mobile game designed to support learning of the topic &quot;my hometown&quot;. The study reveals teachers' attitudes towards the incorporation of smartphones in teaching and learning in school and whether these attitudes changed after experiencing the game. The findings show that the attitudes of the teachers towards the game were positive in all aspects. They thought it was enjoyable, promoted collaboration and created motivation to win. The game was evaluated as contributing to knowledge and the application as easy to use. The study revealed that teachers' attitudes towards the use of smartphones for learning were changed after experiencing the game as participants. Perceptions about the potential of smartphones for learning strengthened and there has been an increase in the willingness to adopt them as part of the student's personal learning toolkit. [For the full proceedings, see ED571335.]
Leadership for Nursing Work-Based Mobile Learning
Author: Fahlman, Dorothy
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Workplace Learning,Electronic Learning,Nursing Education,Skill Development,Professional Continuing Education,Leadership,Nurses

This paper reflects on work-based mobile learning in the Canadian healthcare system for registered nurses' ongoing skills development and continuing professional development. It calls on distributed leadership to address the organizational contextual factors for making this mode of learning sustainable. [For the full proceedings, see ED571335.]
Design, Development and Evaluation of a Field Learning Video Blog
Author: Petrovic, Otto
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Learning Processes,Handheld Devices,Database Management Systems,Computer System Design,Web 2.0 Technologies,Multimedia Materials,Courseware,Student Satisfaction,Usability,Field Experience Programs,Ethnography,Technology Uses in Education,Case Studies,Barriers,Likert Scales,Models,Questionnaires,Online Surveys,Foreign Countries,Graduate Students,Masters Programs

The research question in this paper is how a Field Learning Video Blog (FLvlog) has to be designed in order to optimize learning processes taking into account changed everyday communication habits of students. The system is designed to meet pedagogical as well as functional requirements for learning in fieldwork settings. The main difference to state-of-the-art learning management systems (LMS) is the ability of the FLvlog to upload fieldwork videos via smartphones and annotate them in graphical and textual form directly on the spot. A further difference is the ability to use dedicated smartphone applications for ethnographic research for data capturing with full integration into the FLvlog via software interfaces. During the fieldwork the students analyzed the experience of customers of parcel delivery companies using innovative delivery technologies as alternatives to traditional home delivery. Videos of the customer behavior were recorded and annotated by the students. The main learning aim was the application of technology acceptance models to analyze customer experience. After the fieldwork of several months, students evaluated the FLvlog in comparison to traditional paper-based case study learning. They examined the FLvlog with regard to activation, emotion, and satisfaction with the learning process, perceived learning success, and satisfaction with the FLvlog software superior to paper-based cases. From these results, implications for further improvement of the FLvlog were derived. [For the full proceedings, see ED571335.]
An Initial Evaluation of Tablet Devices &amp; What Are the Next Steps?
Author: McKillen, Tracey
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Handheld Devices,Medical Schools,Technology Uses in Education,Evaluation,Graduate Students,Medical Students,Questionnaires,Comparative Analysis

This paper describes an evaluation of tablet devices for a Graduate Entry Medical School (GEMS). The purpose of this evaluation is to assess what type of tablet device could meet the needs of a GEMS student. GEMS requirements for the evaluation include; using the tablet device to replace paper teaching resources in lectures and tutorials and students must be able to edit the electronic resources in class. The tablet device is also considered for its suitability on clinical placements in third and fourth years, where students need a tablet device that allows them to take notes and access GEMS resources. The study evaluates four leading tablet devices; Apple iPad Air &amp; iPad Mini, Samsung Galaxy Tab S 10.5 and Microsoft Surface Pro 3. The methodology section will cover the assessment criteria used to compare tablet devices from the student, technical and GEMS management perspective. A questionnaire was also developed to gather feedback from students at the end of their time with each tablet device. Time constraints and tablet device availability meant that testing was carried out with a small number of medical students. The iPad Mini was chosen by GEMS as the overriding opinion was to go with the interface and device size most favored by the student participants in the evaluation. The author concludes with three standout challenges to consider; changing perceptions, network infrastructure and training and support. [For the full proceedings, see ED571335.]
Mobile Learning: Extreme Outcomes of &quot;Everywhere, Anytime&quot;
Author: De Simone, Giuseppe Cosimo
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Learning Processes,Technology Uses in Education,Educational Development,Educational Change,Intermode Differences,Informal Education,Conventional Instruction,Access to Education,Access to Computers,Access to Information,Educational Practices

Mobile learning, if considered in its most enthusiastic versions, promises to transform the world of learning. It seems that mobile devices will lead to overcome the narrow limits of the classroom to achieve ubiquitous learning. But if we analyze critically the promise of the everywhere, anytime, suspending judgment on its feasibility, interesting pedagogical issues arise: the relationship, on the one hand between formal and informal dimensions of learning and, on the other hand, between learning and information. [For the full proceedings, see ED571335.]
The Adoption of Mobile Learning in a Traditional Training Environment: The C95-Challenge Project Experience
Author: Catenazzi, Nadia
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Driver Education,Computer Oriented Programs,Multimedia Instruction,Interactive Video,Visual Aids,Educational Games,Educational Technology,Pilot Projects,Outcomes of Education,Learner Engagement,Learning Motivation

Within the C95-Challenge Erasmus+ project, mobile learning technologies are adopted and tested for bus and truck drivers training according to the EU 2003/59/EC Directive. Different kinds of training contents are developed in the form of interactive slides, hyper-videos, interactive quizzes and delivered on mobile devices. Existing apps and games are also considered to learn specific topics. The preliminary results from the target users involved in pre-pilot testing are positive: both trainers and drivers recognise the potential of these new learning technologies and understand the added value in terms of easy access to resources, mobile fruition, reduction of time, no need to move to a specific place for the training, engagement of the interactive material, flexibility in the training path. Users also identify some issues and provide interesting suggestions for future improvements. [For the full proceedings, see ED571335.]
The Use of Digital Tools by Independent Music Teachers
Author: Upitis, Rena
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Music Teachers,Teacher Attitudes,Technology Uses in Education,Handheld Devices,Teacher Surveys,Self Management,Music Education,Foreign Countries

The present paper explores two aspects of independent music teachers' views and practices: (a) their views on the importance of self-regulation and (b) how they use tools available on mobile devices to enhance their students' learning. A survey involving 1,468 Canadian teachers revealed that most teachers are comfortable using digital technology. Further, many value the use of digital tools to enhance student self-regulation. However, while some teachers embrace these technologies for music teaching, there are others who firmly resist using digital tools in music lessons. Both types of responses are explored in the present paper. Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (12th, Vilamoura, Algarve, Portugal, Apr 9-11, 2016)
Information Literacy on the Go! Adding Mobile to an Age Old Challenge
Author: Schmidt Hanbidge, Alice
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Information Literacy,Information Skills,Skill Development,Undergraduate Students,Handheld Devices,Technology Uses in Education,Learning Experience,Pretests Posttests,Qualitative Research,Statistical Analysis,Electronic Learning,Student Surveys,Student Satisfaction,Foreign Countries

Integrating information literacy skills is fundamental to learning in all contexts. The nexus of mobile devices and information literacy lessons to learn these skills is an innovative pedagogy in higher education explored in this Mobile Information Literacy Tool (MIL) project. Currently, the project's second stage of data collection and analysis is underway with Canadian undergraduate students in seven different classes majoring in psychology, social work, English or social development studies. The purpose of this stage is to test the MIL tool and determine the effectiveness of using mobile technology to enhance students' information literacy skills and learning experiences. Pre and post-test measures will generate quantitative and qualitative data where data analysis will indicate a degree of change in frequency of mobile device information literacy access and fluency in digital literacy skills. Our hypothesis was that digital literacy skills increase with the use of the mobile technology information literacy tool. The research project's preliminary successes and experiences with overcoming the barriers to support anytime, anywhere student mobile information literacy training to engage and enhance mobile learner's experiences are discussed. Based on our stage one research findings (Hanbidge Sanderson &amp; Tin 2015), gaps in participants' information literacy knowledge lead us to advocate that information literacy be an explicit part of the core content in classroom curriculum. [For the full proceedings, see ED571335.]
Mobile Devices and Spatial Enactments of Learning: iPads in Lower Secondary Schools
Author: Meyer, Bente
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Handheld Devices,Computer Uses in Education,Secondary School Students,Videoconferencing,Rural Schools,Spatial Ability,Geography Instruction,Second Language Learning,German,Instructional Effectiveness,Foreign Countries

Based on ethnographic studies of students' learning, this paper investigates how new spatial enactments of learning that include mobile technologies engage students in specific ways that enable them to learn. Data used in the paper have been collected in three lower secondary schools (7-9th form, ages 13-15) where students and teachers have been working with a unique combination of iPads and stationary auditorium based screens for collaboration and learning through videoconferences. Videoconferences have been significant for the schools as they are all based in rural areas where cultural institutions, connections to others and local experts are scarce, and where video-based interactions can open up for new perspectives and resources in learning. In the schools tablets have been used both for video interaction and as a ubiquitous personal device for everyday learning in school and at home, providing students with a digital format that is at hand and accessible for learning. Findings of the research indicate that learning is much more flexible, personalized and diverse when students use their tablets to work with knowledge and that new mobile enhanced body-technology relationships contribute to transforming ways of seeing and knowing in schools. [For the full proceedings, see ED571335.]
Development of a Math Input Interface with Flick Operation for Mobile Devices
Author: Nakamura, Yasuyuki
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Handheld Devices,Computer Assisted Testing,Drills (Practice),Calculus,Mathematics Tests,Computer Interfaces

Developing online test environments for e-learning for mobile devices will be useful to increase drill practice opportunities. In order to provide a drill practice environment for calculus using an online math test system, such as STACK, we develop a flickable math input interface that can be easily used on mobile devices. The number of taps required on a mobile device is considerably reduced using the new math input interface. [For the full proceedings, see ED571335.]
NetEnquiry--A Competitive Mobile Learning Approach for the Banking Sector
Author: Beutner, Marc
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Educational Innovation,Competition,Banking,Foreign Countries,Vocational Education,Usability,Interviews,Content Analysis,Web Based Instruction,Adult Education

Initial and further education in the banking sector is becoming more and more important due to the fact that the regulations and the complexity in world of work and an international banking scene is increasing. In this article we provide the structures of and information on NetEnquiry, an innovative mobile learning environment in this field, designed and tested in different theory-practice-co-operations with all parts of the German universal banking system. It includes a competitive approach in which teams of learners have to solve complex scenarios. This article starts with the focus on mobile learning and the challenges for the banking sector. Taking this as a basis it provides an overview on the NetEnquiry tool, and its integration in vocational education and training. General evaluation and the usability results are presented at the end of the text to be taken as hints for future chances and challenges in this field. [For the full proceedings, see ED571335.]
Development and Evaluation of a Classroom Interaction System
Author: Cao, Bingyi
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Classroom Communication,Classroom Techniques,Learning Experience,Learning Processes,Handheld Devices,Usability,Computer Uses in Education,Computer Mediated Communication,Student Satisfaction,Computer Software Evaluation,Audience Response Systems,Intelligent Tutoring Systems,Likert Scales,Undergraduate Students,Foreign Countries,Questionnaires

In order to reduce the passivity of students and enhance their learning experience in large lectures, we developed a browser-based tool called Classroom Interacter to promote classroom interaction. It allows students to use their own mobile devices to participate in the learning process. The main features of Classroom Interacter include live voting, status setting and question sending. The evaluation results showed that, students were satisfied with the usability and felt it was helpful for their study. Although distraction was reported by some students, the system received very positive evaluations. Most students showed their willingness to use Classroom Interacter in the future. [For the full proceedings, see ED571335.]