ethanporcaro/eric-fulltext-meta huggingface dataset:
Suitability of M-Learning to Enhance Learning English Language
Author: Fazeena, J. F.
Date: 2013-03-00
Type: Reports - Research
Subjects: Foreign Countries,Electronic Learning,Instructional Effectiveness,Undergraduate Students,English (Second Language),Second Language Instruction,Second Language Learning,Student Attitudes,Student Surveys,Positive Attitudes,Handheld Devices,Telecommunications,Cognitive Style,Online Surveys,Study Habits

Mobile learning (m-Learning) is one of the major developing areas of research in the field of education. Increased power and reduced cost of computers, laptops as well as mobile devices have paved way to new ways of learning such as e-Learning and m-Learning. This paper presents findings of the first phase of a project which intends to seek the effectiveness of m-Learning among undergraduates to study English language. The objective of this phase is to find existing practices and preferences among the target group of users. In order to elicit the information, a survey was carried out among the students of the University of Colombo, School of Computing (UCSC). The analysis of the survey results reveal that most of the students are having positive attitude towards m-Learning and believe that mobile phones could be used to enhance English proficiency. Furthermore, their preferences on learning styles, as well as suggestions which will guide the research are revealed. [For the full proceedings, see ED562140.]
Flipped Approach to Mobile Assisted Language Learning
Author: Yamamoto, Junko
Date: 2013-03-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Educational Technology,Electronic Learning,Telecommunications,Handheld Devices,Teaching Methods,Second Language Instruction,Guidelines,Language Proficiency,Blended Learning,Homework,Video Technology,Japanese

There are abundant possibilities for using smart phones and tablet computers for foreign language learning. However, if there is an emphasis on memorization or on technology, language learners may not develop proficiency in their target language. Therefore, language teachers should be familiar with strategies for facilitating creative communications. The focus should be on how learners use the content, rather than content delivery through technology. This paper will combine American Council on the Teaching of Foreign Language (ACTFL) proficiency guidelines, pedagogies to promote language proficiency, and the idea of a flipped classroom to conceptualize the use of mobile technology applications to promote proficiency among language learners. [For the full proceedings, see ED562140.]
From Radio, to Satellite, to M-Learning: Interactive Distance Education in Australia
Author: Crump, Stephen
Date: 2013-03-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Distance Education,Electronic Learning,Rural Areas,Public Agencies,Information Technology,Internet

This paper provides reflections on M-learning as a form of &quot;distance education,&quot; based on a summary of the findings of the Interactive Distance e-Learning (IDL) research project in rural and remote Australia under an Australian Research Council Linkage grant. This project was a joint undertaking between 3 government agencies and an information technology service provider. The implementation of the IDL system to replace former School of the Air radio networks which traditionally supported distance education for school students living in remote NSW and the NT began in 2003 and was completed in 2012. IDL provides satellite-supported two-way broadband voice, Internet and one-way video for school age and adult distance education and is moving towards m-Learning trials for some delivery centres. The education and training outcomes offer genuine hope to the thousands of participants spread across remote areas of NSW and the NT, allowing them to participate more fully, more meaningfully, and more productively at home, work and in society, despite the tangible difficulties and complexities of living in regional or rural Australia. [For the full proceedings, see ED562140.]
Smartphones in Clinical Nursing Practice: A Multiphased Approach to Implementation and Deployment
Author: Johnson, Brad
Date: 2013-03-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Undergraduate Students,Nursing Students,Clinical Experience,Handheld Devices,Technology Uses in Education,Computer Software,Educational Benefits,Barriers,Outcomes of Education,Preferences,Use Studies

Students in the undergraduate nursing program at the University of Calgary-Qatar are required to work with patients in clinical settings under faculty supervision. One of the main goals of clinical courses is to provide students with the opportunity to learn in context and &quot;just-in-time,&quot; a much more realistic and memorable learning experience. During clinical placements, students need to acquire additional information about illnesses, medication and patient care on site. The current research was conducted to determine if properly selected smartphone technology and accompanying software would help provide students with information they needed in a just-in-time fashion and if this would have a positive impact on their learning. A multi-phased study was developed to (1) determine the impact of smartphone and software deployment in clinical courses on student learning and to determine barriers and issues that may inhibit success [Phase 1] and (2) to use the knowledge gained in phase 1 to address these issues and barriers by optimizing e.g., deployment strategies [Phase 2]. Findings from phase 1 indicate success in terms of learning outcomes while also showing that students would prefer to use their own smartphones. Phase 2 is currently underway and will result in the development of implementation strategies based on evidence gained from phase 1 and mobile technology usage pattern survey (ECAR). [For the full proceedings, see ED562140.]
Integrated Authoring Tool for Mobile Augmented Reality-Based E-Learning Applications
Author: Lobo, Marcos Fermin
Date: 2013-03-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Educational Technology,Electronic Learning,Telecommunications,Handheld Devices,Higher Education,Integrated Learning Systems,Teaching Methods,Simulated Environment,Foreign Countries

Learning management systems are increasingly being used to complement classroom teaching and learning and in some instances even replace traditional classroom settings with online educational tools. Mobile augmented reality is an innovative trend in e-learning that is creating new opportunities for teaching and learning. This article proposes a research approach to integrate an augmented reality authoring tool, which enables teachers to design and deliver augmented reality learning activities on mobile devices, into current learning management systems. In this research, we aim at complementing current e-learning systems, providing a wider and richer range of learning activities for teachers and students. [For the full proceedings, see ED562140.]
Tablet Computers on Trial: A Transformative Force in Education?
Author: Kjartansdóttir, Skúlína Hlíf
Date: 2013-03-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Handheld Devices,Computer Uses in Education,Electronic Learning,Satisfaction,Learning Strategies,Learner Engagement,Time Management,Professional Development,Program Evaluation,Middle School Students,High School Students,Grade 9,Grade 10,Educational Benefits,Outcomes of Education,Student Attitudes,Teacher Attitudes,Parent Attitudes,Teaching Methods,Qualitative Research,Statistical Analysis

In this paper we present the results of an evaluation study of a development project for the introduction and use of tablet computers (iPads) at the lower secondary level in Nordlinga school, a compulsory school in Reykjavík. In the study, we assess the impact of the use of tablet computers on instruction and students' learning in grades 9 to 10, and on school development in Nordlinga school. First results show that that the project came to a good start, despite some differences that the school had with city administrators and technical problems in the beginning. Most students brought their tablet home and used it for formal, as well as informal and non-formal learning. The introduction of tablet computers enabled access to a variety of software for learning, tools and games. It stimulated communication and collaboration. Products of learning increasingly involved multimedia elements and networking. The study indicated increased satisfaction, interest and independence of students in learning, development of individualized learning strategies, increased student engagement and an improved use of class time. Teachers felt that the use of tablet computers stimulated their professional development and enhanced their work satisfaction. Parents were generally supportive of the use of tablet computers and considered it important that the school could continue to invest in new technologies for learning. Indications were of insufficient availability of learning materials in Icelandic and a start of co-configuration of partners to remedy the situation. The evaluation revealed some weaknesses, challenges and opportunities for further development. [For the full proceedings, see ED562140.]
Promoting STEM Education through Mobile Teaching and Learning
Author: Krishnamurthi, Murali
Date: 2013-03-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Educational Technology,Electronic Learning,Telecommunications,Handheld Devices,Higher Education,Teaching Methods,STEM Education,Student Interests,Student Recruitment,Academic Persistence,Majors (Students)

The recruitment and retention of more students, especially women and minority students, into science, technology, engineering and mathematics (STEM) programs is a critical need in technologically advanced countries like the U.S. as there is expected to be shortage of qualified STEM graduates in the future. Educators have to find new ways to interest and engage current generation of students in STEM programs, and the recent advancements in mobile teaching and learning offer promise in this regard. In this paper, the unique needs that STEM courses pose with respect to teaching and learning are identified, and the opportunities that mobile teaching and learning offer to meet those needs are discussed. Mobile teaching and learning is proposed as a solution for recruiting and retaining students in STEM programs and meeting the needs of technologically advanced countries such as the U.S. [For the full proceedings, see ED562140.]
From Learning Object to Learning Cell: A Resource Organization Model for Ubiquitous Learning
Author: Yu, Shengquan
Date: 2013-03-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Electronic Learning,Models,Social Cognition,Foreign Countries,Integrated Learning Systems,Information Storage,Open Source Technology,Communities of Practice,Case Studies,Knowledge Management,Blended Learning,Context Effect

The key to implementing ubiquitous learning is the construction and organization of learning resources. While current research on ubiquitous learning has primarily focused on concept models, supportive environments and small-scale empirical research, exploring ways to organize learning resources to make them available anywhere on-demand is also crucial. This paper presents a new organizational model for organizing learning resources: Learning Cell. This model is open, evolving, cohesive, social and context-aware. By introducing a time dimension into the organization of learning resources, Learning Cell supports the dynamic evolution of learning resources while they are being used. In addition, by introducing a semantic gene (knowledge ontology) into the model, Learning Cell can describe the internal structure and external relations of learning resources more flexibly, allowing the evolution of learning resources to be controlled in an orderly way. Furthermore, by employing a computational model of a social cognition network, Learning Cell enables not only materialized resource sharing but also the sharing of social cognition networks. Finally, by separately deploying resource structures and resource content in the cloud storage model, Learning Cell achieves context awareness of u-Learning resources. Learning Cell represents a resource aggregation model that is different from the learning object model. It makes up for the defects of existing learning technologies in the following areas: the sharing of process information and social cognition networks, the intelligence of resources, and the evolution of content. Learning Cell provides a theoretical framework for and practically explores the possibilities of u-Learning resource organization. [For the full proceedings, see ED562140.]
Mobile Pedagogy
Author: Schlenker, Lee
Date: 2013-03-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Educational Technology,Electronic Learning,Telecommunications,Handheld Devices,Higher Education,Literature Reviews,Teaching Methods,Administrator Education

How can higher education leverage information technology to address the importance of social and geographical context in learning? This reflection paper begins with a review of the literature on learning technologies to identify the key questions of study. Building upon the missing links of pedagogy, context and process, the author proposes an alternative view of how academia can integrate what mobility has to offer. This contribution concludes with a vision of &quot;mobile pedagogy&quot; that underpins his current work in management education. [For the full proceedings, see ED562140.]
A Framework for the Creation of Mobile Educational Games for Dyslexic Children
Author: Haladjian, Juan
Date: 2013-03-00
Type: Speeches/Meeting Papers
Subjects: Educational Games,Dyslexia,Handheld Devices,Young Children,Vocabulary Development,Educational Benefits,Usability,Educational Quality

Dyslexia is a reading disability that can, in some cases, be cured. The most frequent treatment for dyslexia consists on repeatedly performing certain word exercises. Because most dyslexic patients are young children, most applications for word training are games. The development of such games is costly and it involves different parts (developers, psychologists, etc.). In this paper, we analyze and review the advantages of mobile devices in education and healthcare and present a framework for the creation of games for vocabulary training on mobile devices. The main goal of the framework is to enable the reusability of features typically present in applications for dyslexia training. The main advantage is the rapid development of such games by reducing the dependency of collaboration between developers and experts in the field. We also demonstrate the usage of our framework in the creation of a simple game called ReadPoker. [For the full proceedings, see ED562140.]
Learning Potentials of the Ubiquitous Internet: Using Mobile Devices to Support the Individual, Social and Physical Context of the Learner
Author: Dalsgaard, Christian
Date: 2013-03-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Educational Technology,Electronic Learning,Telecommunications,Handheld Devices,Teaching Methods,Internet,Access to Computers,Social Networks,Access to Information,Social Influences,Context Effect

The aim of this paper is to identify the key learning potentials of the ubiquitous internet. Rather than focusing on mobile technology or the mobility of the learner, the paper emphasises the ubiquity of internet access as a paramount catalyst for new learning in the digital age. From a sociocultural perspective the paper discusses different ways in which the use of mobile devices can extend and augment the context of the learner. The learning potentials of the ubiquitous internet relate to the opportunities to extend the context of the learner on three levels: 1) personalisation of information and communication, 2) perpetual social contact and visibility, and 3) augmentation of the physical context with an additional layer of information. [For the full proceedings, see ED562140.]
Twitter Micro-Blogging Based Mobile Learning Approach to Enhance the Agriculture Education Process
Author: Dissanayeke, Uvasara
Date: 2013-03-00
Type: Speeches/Meeting Papers
Subjects: Agricultural Education,Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices,Social Media,Agricultural Occupations,Teaching Methods,Informal Education,Foreign Countries,Surveys,Workshops,Computer Oriented Programs

The study intends to see how to introduce mobile learning within the domain of agriculture so as to enhance the agriculture education process. We propose to use the Activity theory together with other methodologies such as participatory methods to design, implement, and evaluate mLearning activities. The study explores the process of introducing twitter based mLearning among a group of young farmers by following a series of steps: A situation analysis to explain the mobile technologies or tools available among study community, developing lessons, introducing mLearning among the study group, and evaluating the outcome. It concludes that twitter as a potential low cost ICT solution to facilitate informal learning among the study group. [For the full proceedings, see ED562140.]
PRISMA-MAR: An Architecture Model for Data Visualization in Augmented Reality Mobile Devices
Author: Gomes Costa, Mauro Alexandre Folha
Date: 2013-03-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Educational Technology,Electronic Learning,Telecommunications,Handheld Devices,Teaching Methods,Visualization,Simulated Environment,Charts,Computer Software,Computer Oriented Programs,Human Body,Client Server Architecture

This paper proposes an extension to mobile augmented reality (MAR) environments--the addition of data charts to the more usual text, image and video components. To this purpose, we have designed a client-server architecture including the main necessary modules and services to provide an Information Visualization MAR experience. The server side includes face recognition using OpenCV, and a visualization engine, using the PRISMA tool. The client side is focused on presentation and interaction, with a prototype developed for the iOS6 operational system and compatible with iPhone and iPad devices. The prototype is a MAR app that uses face recognition to identify the user and graphically presents related academic information. [For the full proceedings, see ED562140.]
Learning with Smartphones: Students' Lived Experience of Using Smartphones
Author: Chan, Nee Nee
Date: 2013-03-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Educational Technology,Electronic Learning,Telecommunications,Handheld Devices,Teaching Methods,Foreign Countries,Semi Structured Interviews,Hermeneutics,Phenomenology,Secondary School Students,College Students,Adolescents

With its wide-ranging applications and multiple features, the smartphone is propelling a new way of learning &quot;on the fly&quot;. Mobile learning is more than simply learning with certain types of digital technologies: through everyday practices of using the smartphone, learning can take place in formal and informal settings and in the boundary spaces in between. In this study, an interpretive research design is used to understand how young people in Malaysia use their smartphones for learning and to uncover the meaning of their lived experience. Applying the principles and practices of hermeneutic phenomenology, this study aims to gain access to a phenomenon that is often subconscious and to interpret the participants' learning experiences. Twelve youths participated in three rounds of semi-structured interviews over a period of four months. Preliminary findings suggest that learning with smartphones is occurring more deeply and widely than perceived with participants having a nuanced view to the value of this learning. [For the full proceedings, see ED562140.]
Benefits and Financial Impacts of Adopting Technology in Learning
Author: Grenman, Katri
Date: 2013-03-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Electronic Learning,Literature Reviews,Blended Learning,Telecommunications,Handheld Devices,Adult Learning,Workplace Learning,Costs,Educational Finance

This paper summarizes the results of an analysis of the impacts of adopting information and communication technology (ICT) solutions in a learning context. The analysis is based on a literature survey of articles reporting research cases studying the impact of adopting ICT based solutions in various learning contexts. The subject has been reviewed using the term blended learning that can incorporate both e-learning and m-learning approaches, as the boundaries between the various ICT solutions have become increasingly blurred. The focus of the study is on adult learning contexts. The contribution of this paper is to summarize how researchers evaluate and show the impact of adopting ICT in learning, and what the critical factors contributing to the success of ICT based solutions in learning are. [For the full proceedings, see ED562140.]
Enhancing Mobile Working Memory Training by Using Affective Feedback
Author: Schaaff, Kristina
Date: 2013-03-00
Type: Speeches/Meeting Papers
Subjects: Short Term Memory,Electronic Learning,Handheld Devices,Feedback (Response),Affective Measures,Cognitive Psychology,Arousal Patterns,Training,Psychophysiology,Task Analysis,Electronic Equipment

The objective of this paper is to propose a novel approach to enhance working memory (WM) training for mobile devices by using information about the arousal level of a person. By the example of an adaptive n-back task, we combine methodologies from different disciplines to tackle this challenge: mobile learning, affective computing and cognitive psychology. Mobile applications for WM training offer the advantage that a user can perform a training session independently of time and location. Using approaches from affective computing, training sessions can be made more challenging and engaging by making them adaptive to the current state of a user. In contrast to conventional adaptive WM trainings, our approach uses physiological signals to extract information about the arousal level of a person. In this paper, we address the question how information about the arousal level of a user can be captured and how this information can be used to influence the overall learning procedure. An approach to integrate feedback about the arousal level of a person into mobile WM training is presented and exemplified using the n-back task. [For the full proceedings, see ED562140.]
Designing Mixed Reality Mobile Games for Crisis Management Training
Author: Di Loreto, Ines
Date: 2013-03-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Educational Technology,Electronic Learning,Telecommunications,Handheld Devices,Teaching Methods,Crisis Management,Computer Games,Computer Simulation,Skill Development,Emergency Programs,Interviews,Expertise

Games for crisis management offer an interesting complement to traditional training. Experiments on their usage show that games can be promising tools able to address some of the limitations of traditional training. Also our first assessment with a board game for panic management shows that this particular kind of game could be useful for soft skills teaching in crisis management. However the tested board game is not able to address all the elements characterizing crisis management, and in particular teaching field practices. For this reason we decided to add to the first board version, a mixed reality mobile game. With this game we want not only to train soft skills, but also to provide a more authentic learning experience. In this paper we describe the design challenges linked to this type of games explaining how we addressed them. [For the full proceedings, see ED562140.]