Multiplatform e-learning systems and technologies: mobile devices for ubiquitous ICT-based education
"This book addresses technical challenges, design frameworks, and development experiences that integrate multiple mobile devices into a single multiplatform e-learning systems"--Provided by publisher.
Saved in:
| Format: | Book |
|---|---|
| Language: | English |
| Published: |
Hershey [u.a.]
Information Science Reference
2010
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| Series: | Premier reference source
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| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Summary: | "This book addresses technical challenges, design frameworks, and development experiences that integrate multiple mobile devices into a single multiplatform e-learning systems"--Provided by publisher. |
| Item Description: | Incl. bibliogr. references and index |
| Physical Description: | XXIV, 379 S. Ill., graph. Darst. |
| ISBN: | 9781605667034 |
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Record in the Search Index
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| adam_text | TABLE OF CONTENTS FOREWORD XVIII PREFACE XX SEETION 1 FRAMEWORKS AND
THEORIES CHAPTER 1 A CONTEXTUALISED MULTI-PLATFONN FRAMEWORK TO SUPPORT
BLENDED LEARNING SCENARIOS IN LEAMING NETWORKS 1 TIM DE JONG, OPEN
UNIVERSITY OFTHE NETHERLANDS, THE NETHERLANDS ALBA FUERTES, TECHNICAL
UNIVERSITY OFCATALONIA, SPAIN TALLY SCHMEITS, OPEN UNIVERSITY OF THE
NETHERLANDS, THE NETHERLANDS MARCUS SPECHT, OPEN UNIVERSITY OF THE
NETHERLANDS, THE NETHERLANDS ROB KOPER, OPEN UNIVERSITY OF THE
NETHERLANDS, THE NETHERLANDS CHAPTER2 A KNOWLEDGE-BASED FRAMEWORK FOR
E-LEARNING IN HETEROGENEOUS PERVASIVE ENVIRONMENTS 20 MICHEIE RUTA,
POLITECNICO DI BARI, ITALY FLORIANO SCIOSCIA, POLITECNICO DI BARI, ITALY
SIMONA COLUCCI, POLITECNICO DI BARI, ITALY EUGENIO DI SCIASCIO,
POLITECNICO DI BARI, ITALY TOMMASO DI NOIA, POLITECNICO DI BARI, ITALY
AGNESE PINTO, D.O.O.M S.R.L., ITALY CHAPTER3 DESIGNING EFFECTIVE
PEDAGOGICAL SYSTEMS FOR TEACHING AND LEAMING WITH MOBILE AND UBIQUITOUS
DEVICES 42 WAN NG, LA TROBE UNIVERSITY, AUSTRALIA HOWARD NICHOLAS, LA
TROBE UNIVERSITY, AUSTRALIA SENG LOKE, LA TROBE UNIVERSITY, AUSTRALIA
TORAB TORABI, LA TROBE UNIVERSITY, AUSTRALIA CHAPTER4 TEXT MESSAGING TO
IMPROVE INSTRUCTOR IMMEDIACY AND ITS ROLE IN MULTIPLATFORM E-LEARNING
SYSTEMS 57 PAUL HAYES, NATIONAL COLLEGE OF IRELANTI, IRELAND STEPHAN
WEIBELZAHL, NATIONAL COLLEGE OF IRELAND, IRELAND CHAPTER 5 THE ROLE OF
MULTI-AGENT SOCIAL NETWORKING SYSTEMS IN UBIQUITOUS EDUCATION: ENHANCING
PEER-SUPPORTED REFLECTIVE LEARNING 72 JONATHAN BISHOP, GLAMORGAN BLENDED
LEARNING LTD, UK SECTION 2 DESIGN AND INTEGRATION CHAPTER6 A METHOD FOR
GENERATING MULTIPLATFORM USER INTERFACES FOR E-LEARNING ENVIRONMENTS 90
JUAN MANUEL GONZALEZ CALLEROS, UNIVERSITE CATHOLIQUE DE LOUVAIN, BELGIUM
JOSEFINA GUERRERO GARCIA, UNIVERSITE CATHOLIQUE DE LOUVAIN, BELGIUM
JAIME MUIIOZ ARTEAGA, UNIVERSIDAD AUTONOMA DE AGUASCALIENTES, MEXICO
JEAN VANDERDONCKT, UNIVERSITE CATHOLIQUE DE LOUVAIN, BELGIUM FRANCISCO
JAVIER MARTINEZ RUIZ, UNIVERSITE CATHOLIQUE DE LOUVAIN, BELGIUM CHAPTER
7 CROSS PLATFORM M-LEARNING FOR THE CLASSROOM OFTOMORROW 112 DANIEL C.
DOOLAN, ROBERT GORDON UNIVERSITY, SCOTLAND TRACEY J. MEHIGAN, UNIVERSITY
COLLEGE CORK, IRELAND SABIN TABIRCA, UNIVERSITY COLLEGE CORK, IRELAND
IAN PITT, UNIVERSITY COLLEGE CORK, IRELAND CHAPTER8 PLASTIC 1NTERFACES
FOR UBIQUITOUS LEARNING 128 JOSE ROUILLARD, LABORATOIRE LIFL-UNIVERSITE
DE LILLE 1, FRANCE CHAPTER9 CO-DESIGN AND CO-DEPLOYMENT METHODOLOGIES
FOR INNOVATIVE M-LEARNING SYSTEMS 147 DAVID MILLARD, UNIVERSITY OF
SOUTHAMPTON, UK }VONNE HOWARD, UNIVERSITY OFSOUTHAMPTON, UK LESTER
GI/BERT, UNIVERSITY OF SOUTHAMPTON, UK GARY WILLS, UNIVERSITY OF
SOUTHAMPTON, UK CHAPTER 10 DESIGN AND IMPLEMENTATION OFMULTIPLATFORM
MOBILE-LEARNING ENVIRONMENT AS AN EXTENSION OF SCORM 2004 SPECIFICATIONS
164 KIYOSHI NAKABAYASHI, NATIONAL INSTITUTE OF MULTIMEDIA EDUCATION,
JAPAN CHAPTER 11 TOWARDS MOBILE LEARNING APPLICATIONS INTEGRATION WITH
LEARNING MANAGEMENT SYSTEMS 182 MARC ALIER FORMENT, UNIVERSITAT
POLITECNICA DE CATA/UNYA, SPAIN MARIA JOSE CASANY GUERRERO, UNIVERSITAT
POLITECNICA DE CATA/UNYA, SPAIN JORDI PIGUI//EM POCH, UNIVERSITAT
POLITECNICA DE CATA/UNYA, SPAIN SEETION 3 INNOVATIVE TOOIS CHAPTER 12
USING MOBILE AND PERVASIVE TECHNOLOGIES TO ENGAGE FORMAL AND INFORMAL
LEARNERS IN SCIENTIFIC DEBATE 196 DAWN WOODGATE, UNIVERSITY 0/ BATH, UK
DANAE STANTON FRASER, UNIVERSITY 0/ BATH, UK AMANDA GOWER, BT INNOVATE,
UK MAXINE G/ANCY, BBC RESEARCH & INNOVATION, UK ANDREW GOWER, BT
INNOVATE, UK A/AN CHAMBER/AIN, UNIVERSITY 0/ NOTTINGHAM, UK TERESA
DI//ON, PO/AR PRODUCE, UK DAVID CRE//IN, ABINGTON PARTNERS, UK CHAPTER
13 TOOLS FOR STUDENTS DOING MOBILE FIELDWORK 215 MATTIAS ROST, GOETEBORG
UNIVERSITY, SWEDEN LARS ERIK HO/MQUIST, SWEDISH INSTITUTE O/COMPUTER
SCIENCE, SWEDEN CHAPTER 14 SMART: STOP-MOTION ANIMATION AND REVIEWING
TOOL 229 PETER BYRNE, TRINITY COLLEGE, IRE/AND BRENDAN TANGNEY, TRINITY
COLLEGE, IRELAND SEETION 4 INNOVATIVE CASES CHAPTER 15 A MULTIPLATFORM
E-IEARNING SYSTEM FOR COLLABORATIVE LEARNING: THE POTENTIAL OF
INTERACTIONS FOR LEARNING FRACTION EQUIVALENCE 244 SIU CHEUNG KONG, THE
HONG KONG INSTITUTE 0/ EDUCATION, HONG KONG CBAPTER 16 MOBILE
INTERACTIVE LEARNING IN LARGE CLASSES: TOWARDS AN INTEGRATED
INSTRUCTOR-CENTRIC AND PEER-TO-PEER APPROACH 260 KIN-CHOONG YOW, NANYANG
TEEHNOLOGIEAL UNIVERSITY, SINGAPORE BOON-CHONG SEET, AUEKLAND UNIVERSITY
OFTEEHNOLOGY, NEW ZEALAND CBAPTER 17 THE TRIGGER EXPERIENCE: TEXT
MESSAGING AS AN AIDE MEMOIRE TO ALERT STUDENTS IN MOBILE USAGE
OFTEACHING AND LEARNING RESOURCES 273 JOAN RIEHARDSON, RMIT UNIVERSITY,
AUSTRALIA JOHN LENARCIE, RMFT UNIVERSITY, AUSTRALIA CBAPTER 18 USE OF
MOBILE TECHNOLOGY AT MONTCLAIR STATE UNIVERSITY 292 PATRICIA KAHN,
MONTE/AIR STATE UNIVERSITY, USA EDWARD CHAPEL, MONTE/AIR STATE
UNIVERSITY, USA CBAPTER 19 CONTEXTUAL LEARNING AND MEMORY RETENTION: THE
USE OFNEAR FIELD COMMUNICATIONS, QR CODES, QBIC, AND THE SPACING EFFECT
IN LOCATION BASED LEARNING 309 DAVID METEALF, UNIVERSITY OF CENTRAL
FLORIDA, USA DAVID ROGERS, UNIVERSITY OF CENTRAL FLORIDA, USA CBAPTER20
DEVELOPMENT OF A MUSEUM EXHIBITION SYSTEM COMBINING INTERACTIONAL AND
TRANSMISSIONAL LEARNING 321 SHINIEHI HISAMATSU, THE UNIVERSITY OF TOKYO,
JAPAN COMPILATION OF REFERENCES 336 ABOUT TBE CONTRIBUTORS 363 INDEX 376
DETAILED TABLE OF CONTENTS FOREWORD XVIII PREFACE XX SEETION 1
FRAMEWORKS AND THEORIES CHAPTER 1 A CONTEXTUALISED MULTI-PLATFORM
FRAMEWORK TO SUPPORT BLENDED LEARNING SCENARIOS IN LEARNING NETWORKS 1
TIM DE JONG, OPEN UNIVERSITY OFTHE NETHERLANDS, THE NETHERLANDS ALBA
FUERTES, TECHNICAL UNIVERSITY OFCATALONIA, SPAIN TALLY SCHMEITS, OPEN
UNIVERSITY OFTHE NETHERLANDS, THE NETHERLANDS MARCUS SPECHT, OPEN
UNIVERSITY OFTHE NETHERLANDS, THE NETHERLANDS ROB KOPER, OPEN UNIVERSITY
OF THE NETHERLANDS, THE NETHERLANDS THIS CHAPTER DESCRIBES A
MULTI-PLATFORM EXTENSION OF LEARNING NETWORKS. IN ADDITION TO WEB- AND
DESKTOP- BASED ACCESS, WE PROPOSE TO PROVIDE MOBILE, CONTEXTUALISED
LEARNING CONTENT DELIVERY AND CREATION. THE EXTENSION TO A
MULTI-PLATFORM EXTENSION IS PORTRAYED AS FOLIOWS. FIRST, WE GIVE A
DESCRIPTION OF LEARNING NETWORKS, THE KIND OF LEARNING FOCUSED AT, AND
THE MECHANISMS THAT ARE USED FOR LEARNER SUPPORT. AFTER THAT, WE
ILLUSTRATE A POSSIBLE EXTENSION TO CONTEXTUALISED, MORE AUTHENTIE FORMS
OF LEARNING MEDIATED BY MOBILE DEVICES. MOREOVER, WE GIVE SOME
REQUIREMENTS FOR A MULTI-PLATFORM LEARNING NETWORK SYSTEM AND DESCRIBE A
TECHNICAL FRAMEWORK INTEGRATING CONTEXTUALISED MEDIA WITH LEARNING
NETWORKS. TWO BLENDED LEARNING SCENARIOS ARE GIVEN AS EXAMPLES OF HOW
THE EXTENDED SYSTEM COULD BE USED IN PRACTICE. LAST, THE CONCLUSIONS AND
OUTLOOK DESCRIBE WHAT IS NECESSARY TO INTEGRATE MULTI-PLATFORM
E-IEARNING SOFTWARE IN EXISTING LEARNING SCENARIOS, AND HOW A
LARGER-SCALE ADAPTATION CAN BE ACHIEVED. CHAPTER 2 A KNOWLEDGE-BASED
FRAMEWORK FOR E-LEARNING IN HETEROGENEOUS PERVASIVE ENVIRONMENTS 20
MICHEIE RUTA, POLITECNICO DI BARI, ITALY FLORIANO SCIOSCIA, POLITECNICO
DI BARI, ITALY SIMONA COLUCCI, POLITECNICO DI BARI, ITALY EUGENIO DI
SCIASCIO, POLITECNICO DI BARI, ITALY TOMMASO DI NOIA, POLITECNICO DI
BARI, ITALY AGNESE PINTO, D.O.O.M S.R.L., ITALY WE PROPOSE A UBIQUITOUS
LEARNING APPROACH USEFUL NOT ONLY TO ACQUIRE KNOWLEDGE IN THE
TRADITIONAL EDU- CATIONAL MEANING, BUT ALSO TO SOLVE CROSS-ENVIRONMENT
EVERYDAY PROBLEMS. BY FORMALIZING USER REQUEST AND PROFILE THROUGH
LOGIC-BASED KNOWLEDGE REPRESENTATION LANGUAGES, A LIGHTWEIGHT BUT
SEMANTICALLY MEANINGFUL MATCHMAKING PROCESS IS EXECUTED IN ORDER TO
RETRIEVE THE MOST SUITABLE LEARNING RESOURCES. STANDARD FORMATS FOR
DISTRIBUTION OFLEARNING OBJECTS ARE EXTENDED IN A BACKWARD-COMPATIBLE
WAY TO SUP- PORT SEMANTIC ANNOTATIONS IN OUR FRAMEWORK. THE FRAMEWORK
AND ALGORITHMS ARE DESIGNED TO BE GENERAL PURPOSE. NEVERTHELESS, AN
APPLICATION HAS BEEN DEVELOPED WHERE THE SEMANTIC-BASED BLUETOOTH/RFID
DISCOVERY PROTOCOLS DEVISED IN PREVIOUS WORK, SUPPORT USERS -EQUIPPED
WITH AN HANDHELD DEVICE- TO DISCOVER LEARNING OBJECTS SATISFYING THEIR
NEEDS IN A GIVEN ENVIRONMENT. CHAPTER3 DESIGNING EFFECTIVE PEDAGOGICAL
SYSTEMS FOR TEACHING AND LEARNING WITH MOBILE AND UBIQUITOUS DEVICES 42
WAN NG, LA TROBE UNIVERSITY, AUSTRALIA HOWARD NICHOLAS, LA TROBE
UNIVERSITY, AUSTRALIA SENG LOKE, LA TROBE UNIVERSITY, AUSTRALIA TORAB
TORABI, LA TROBE UNIVERSITY, AUSTRALIA THE AIM OF THIS CHAPTER IS TO
EXPLORE ISSUES IN EFFECTIVE SYSTEM DESIGN TO BRING ABOUT PEDAGOGICALLY
SOUND LEARNING WITH MOBILE DEVICES, INCLUDING THE EMERGING GENERATION OF
NEW DEVICES. WE REVIEW PEDA- GOGICAL MODELS AND THEORIES APPLICABLE TO
MOBILE LEARNING (OR M-IEARNING) AND UBIQUITOUS LEARNING (OR U-IEARNING,
ALSO SOMETIMES CALLED PERVASIVE LEARNING, OR P-IEARNING), CONSIDER THE
TECHNOLOGICAL SUPPORT AVAILABLE, AND DESCRIBE SCENARIOS AND CASE STUDIES
THAT EXEMPLIFY THE ACHIEVEMENTS AND CHALLENGES FOR EACH PARADIGM. WE
WILL ALSO CONSIDER POSSIBLE ABSTRACT IONS THAT RELATE WAYS IN WHICH
LEARNERS CAN WORK WITHIN VARIED PEDAGOGICAL MODEL(S) TO MAKE USE
OFRELEVANT SUPPORTING TECHNOLOGIES, E.G., THE NOTIONS
OF PERSONALLEARNING WORKFLOWS AND GROUP LEARNING WORKFLOWS. CHAPTER4
TEXT MESSAGING TO IMPROVE INSTRUCTOR IMMEDIACY AND ITS ROLE IN
MULTIPLATFORM E-LEARN ING SYSTEMS 57 PAUL HAYES, NATIONAL COLLEGE
O/IRELAND, IRELAND STEPHAN WEIBELZAHL, NATIONAL COLLEGE O/IRELAND,
IRELAND TEXT MESSAGING HAS BEEN EXPLOITED FOR SUPPORTING LEARNING IN A
VARIETY OF EDUCATIONAL SETTINGS. HOWEVER, EVIDENCE FOR ITS EFFECTIVENESS
AND IMPACT IS LIMITED. THIS CHAPTER DEMONSTRATES HOW THE USE OFTEXT MES-
SAGING CAN CONTRIBUTE TOWARDS ENHANCED QUALITY OF LEARNING. IN
PARTICULAR THE CHAPTER FOCUSES ON THE USE OF TEXT MESSAGING AS A MEANS
OF IMPROVING IMMEDIACY BETWEEN INSTRUCTORS AND STUDENTS IN THIRD-IEVEL
EDUCATION. IMMEDIACY IS DEFINED AS BEHAVIOUR WHICH INCREASES
PSYCHOLOGICAL C10SENESS BETWEEN COM- MUNICATORS. THE RESULTS OF RESEARCH
IN INSTRUCTIONAL COMMUNICATION SUGGEST THAT IMPROVED IMMEDIACY LEADS TO
MORE POSITIVE STUDENT-INSTRUCTOR RELATIONSHIPS ENGENDERING POSITIVE
ATTITUDES, INCREASED INTEREST AND MOTIVATION BY STUDENTS AS WEIL AS
IMPROVED ATTENDANCE, IMPROVED RETENTION, IMPROVED STUDENT EN- GAGEMENT
AND IMPROVED LEARNING. THIS CHAPTER OUTLINES A THEORETICAL BASIS FOR THE
EFFECT OFTEXT MESSAG- ING ON INSTRUCTOR-STUDENT RELATIONSHIPS, PROVIDES
EMPIRICAL EVIDENCE FOR THE IMPACT OFTEXT MESSAGING ON IMMEDIACY AND
DISCUSSES THE INTEGRATION OFTEXT MESSAGING FOR IMPROVING IMMEDIACY IN
MULTIPLATFORM E-LEARNING SYSTEMS. CHAPTER5 THE ROLE OF MULTI-AGENT
SOCIAL NETWORKING SYSTEMS IN UBIQUITOUS EDUCATION: ENHANCING
PEER-SUPPORTED REFLECTIVE LEARNING 72 JONATHAN BISHOP, GLAMORGAN BLENDED
LEARNING LTD, UK KNOWLEDGE IT COULD BE ARGUED IS CONSTRUCTED FROM THE
INFORMATION ACTORS PICK UP FROM THE ENVIRONMENTS THEY ARE IN. ASSESSING
THIS KNOWLEDGE CAN BE PROBLEMATIC IN UBIQUITOUS E-IEARNING SYSTEMS, BUT
A METHOD OF SUPPORTING THE CRITICAL MARKING OF E-IEARNING EXERCISES IS
THE CIRCLE OFFRIENDS SOCIAL NETWORKING TECH- NOLOGY. UNDERSTANDING THE
NETWORKS OF PRACTICE IN WHICH THESE E-IEARNING SYSTEMS ARE PART OF
REQUIRES A DEEPER UNDERSTANDING OF INFORMATION SCIENCE FRAMEWORKS. THE
ECOLOGICAL COGNITION FRAMEWORK (ECF) PROVIDES A THOROUGH UNDERSTANDING
OFHOW ACTORS RESPOND TO AND INFLUENCE THEIR ENVIRONMENT. FORERUN- NERS
TO ECOLOGICAL COGNITION, SUCH AS ACTIVITY THEORY HAVE SUGGESTED THAT THE
COMPUTER IS JUST A TOOL THAT MEDIATES BETWEEN THE ACTOR AND THE PHYSICAL
ENVIRONMENT. UTILISING THE ECF IT CAN BE SEEN THAT FOR AN E-IEARNING
SYSTEM TO BE AN EFFECTIVE TEACHER IT NEEDS TO BE ABLE TO CREATE FIVE
EFFECTS IN THE ACTORS THAT USE IT, WITH THOSE BEING THE BELONGING
EFFECT, THE DEMONSTRATION EFFECT, THE INSPIRATION EFFECT, THE MOBILISA-
TION EFFECT, AND THE CONFIRMATION EFFECT. IN DESIGNING THE SYSTEM
ADEVELOPER WOULD HAVE TO CONSIDER WHO THE SYSTEM IS GOING TO TEACH, WHAT
IT IS GOING TO TEACH, WHY IT IS TEACHING, WHICH TECHNIQUES IT IS GOING
TO USE TO TEACH AND FINALLY WHETHER IT HAS BEEN SUCCESSFUL. THIS CHAPTER
PROPOSES A MULTI-AGENT E-IEARNING SYSTEM CALLED THE PORTABLE ASSISTANT
FOR INTELLIGENTLY GUIDED EDUCATION (PAIGE), WHICH IS BASED AROUND A 3D
ANTHROPOMORPHIC AVATAR FOR EDUCATING ACTORS UBIQUITOUSLY. AN
INVESTIGATION INTO THE MARKET FOR PAIGE WAS CARRIED OUT. THE DATA SHOWED
THAT THOSE THAT THOUGHT THEIR PEERS WERE THE BEST FORM OF SUPPORT WERE
LESS IIKELY TO SPEND MORE.OFTHEIR FREE TIME ON HOMEWORK. THE CHAPTER
SUGGESTS THAT FUTURE RESEARCH COULD INVESTIGATE THE USAGE OF SYSTEMS
IIKE PAIGE IN EDUCATIONAL SETTINGS AND THE EFFECT THEY HAVE ON LEARNING
OUTCOMES. SECTION 2 DESIGN AND INTEGRATION CHAPTER6 A METHOD FOR
GENERATING MULTIPLATFORM USER INTERFACES FOR E-LEAMING ENVIRONMENTS 90
JUAN MANUEL GONZALEZ CALLEROS, UNIVERSITE CATHOLIQUE DE LOUVAIN, BELGIUM
JOSEFINA GUERRERO GARCIA, UNIVERSITE CATHOLIQUE DE LOUVAIN, BELGIUM
JAIME MUNOZ ARTEAGA, UNIVERSIDAD AUTONOMA DE AGUASCALIENTES, MEXICO JEAN
VANDERDONCKT, UNIVERSITE CATHOLIQUE DE LOUVAIN, BELGIUM FRANCISCO JAVIER
MARTINEZ RUIZ, UNIVERSITE CATHOLIQUE DE LOUVAIN, BELGIUM IN THIS WORK WE
PRESENT A STRUCTURED METHOD FOR AUTOMATICALLY GENERATING USER INTERFACES
FOR E-IEARNING ENVIRONMENTS. THE METHOD STARTS WITH ADEFINITION OFTHE
LEAMING SCENARIO WHERE THE DIFFERENT GOALS, JOBS
(PROFESSOR-STUDENT/TRAINER-IEARNER), AND TASKS ARE DESCRIBED AND STORED
IN A TEMPLATE. AFTER, THE DESCRIP- TION IS MAPPED TO FLOWIXML, A
LEARNING PROCESS AUTHORING TOOL, WHERE GRAPHICALLY TRAINERS OR CONTENT
DESIGNERS DRAW THE OVERALL PROCESS. A LEARNING PROCESS IS VIEWED AS A
WORKFLOW AND MODELED USING PETRI NET NOTATION. FROM EACH STEP IN THE
PROCESS MODEL MORE DETAILS ARE ADDED USING USER TASK MODELS; USER S
ACTIVITY INTERACTING WITH A USER INTERFACE IS STORED IN SUCH DIAGRAMS.
THEN, A TRANSFORMATIONAL METHOD FOR DEVELOPING USER INTERFACES OF
INTERACTIVE INFORMATION SYSTEMS IS USED THAT STARTS FROM A TASK MODEL
AND A DOMAIN MODEL TO PROGRESSIVELY DERIVE A FINAL USER INTERFACE. THIS
METHOD CONSISTS OFTHREE STEPS: DERIVING ONE OR MANY ABSTRACT USER
INTERFACES FROM THE TASK MODEL, DERIVING ONE OR MANY CONCRETE USER
INTERFACES FROM EACH ABSTRACT INTERFACE, AND PRODUCING THE CODE OF THE
FINAL USER INTERFACES CORRESPOND- ING TO EACH CONCRETE INTERFACE. THE
MODELS AND THE TRANSFORMATIONS OFTHESE MODELS ARE ALL EXPRESSED IN
USIXML (USER INTERFACE EXTENSIBLE MARKUP LANGUAGE) AND MAINTAINED IN A
MODEL REPOSITORY THAT CAN BE ACCESSED BY THE SUITE OFTOOLS. DEVELOPING
USER INTERFACES IN THIS WAY FACILITATES ITS AUTOMATED GENERATION OVER
MULTIPLE COMPUTING PLATFORMS WHILE MAINTAINING PORTABILITY AND
CONSISTENCY BETWEEN THE MULTIPLE VERS IONS. OUR APPROACH IS IIIUSTRATED
ON AN OPEN LEARNING ENVIRONMENT USING A CASE STUDY. CHAPTER 7 CROSS
PLATFORM M-LEAMING FOR THE CLASSROOM OFTOMORROW 112 DANIEL C. DOOLAN,
ROBERT GORDON UNIVERSITY, SCOTLAND TRACEY J MEHIGAN, UNIVERSITY COLLEGE
CORK, IRELAND SABIN TABIRCA, UNIVERSITY COLLEGE CORK, IRELAND IAN PITT,
UNIVERSITY COLLEGE CORK, IRELAND MOBILE DEVICES ARE BECOMING MORE AND
MORE COMMONPLACE ACROSS ALL WALKS OFLIFE FROM THE WORKPLACE TO LEISURE
ACTIVITIES AND EVEN THE C1ASSROOM. MANY SCHOOLS SHUN THE USE OF DEVICES
SUCH AS MOBILE PHONES IN THE C1ASSROOM ENVIRONMENT, BUT THIS WILL HAVE
TO CHANGE AS THEY BECOME A MORE INTEGRAL PART OF OUR DAILY JIVES. THE
EVER INCREASING CAPABILITIES OFTHESE DEVICES ALLOW FOR OPENING UP ON NEW
APPLICATION DOMAINS. THE UBIQUITOUS USE OF MOBILE TECHNOLOGY IN THE
C1ASSROOM MAY PROVIDE NEW AND INTERESTING WAYS FOR STUDENTS TO INTERACT
WITH SUBJECT MATTER. THIS CHAPTER DISCUSSES THE USE OF CROSS PLATFORM
BLUETOOTH ENABLED MOBILE DEVICES WITHIN THE C1ASSROOM SETTING TO ALLOW
STUDENTS TO INTERACT WITH SUBJECT MATTER IN A NEW AND INTERACTIVE WAY
USING THE ICT RESOURCES THAT ARE EVER PRESENT IN OUR DAILY JIVES.
CHAPTER8 PLASTIC INTERFACES FOR UBIQUITOUS LEAMING 128 JOSE ROUIL/ARD,
LABORATOIRE LIFL-UNIVERSITE DE LILIE J, FRANCE THIS CHAPTER PRESENTS
RESEARCH AROUND PERVASIVE AND UBIQUITOUS COMPUTING, PARTICULARLY
ORIENTED IN THE FIELD OF HUMAN LEAMING. WE ARE STUDYING SEVERAL
SOLUTIONS TO DELIVER CONTENT OVER A HETEROGENEOUS NET- WORKS AND
DEVICES. CONVERTING AND TRANSMITTING DOCUMENTS ACROSS E1ECTRONIC
NETWORKS IS NOT SUFFICIENT. WE HAVE TO DEAL WITH CONTENTS AND CONTAINERS
SIMULTANEOUSLY. RELATED WORK IN INTERFACE ADAPTATION AND PLASTICITY (THE
CAPACITY OF A USER INTERFACE TO WITHSTAND VARIATIONS OFBOTH THE SYSTEM
PHYSICAL CHARACTER- ISTICS AND THE ENVIRONMENT WHILE PRESERVING
USABILITY) IS PRESENTED AND SOME EXAMPLES OF CONTEXT-AWARE ADAPTATION
ARE EXPOSED. WE PRESENT AN ADAPTIVE PERVASIVE LEAMING ENVIRONMENT, BASED
ON CONTEXTUAL QR CODES, WHERE INFORMATION IS PRESENTED TO LEAMER AT THE
APPROPRIATE TIME AND PLACE, AND ACCORDING TO A PARTICULAR TASK. THIS
LEAMING ENVIRONMENT IS CA LIED PERZOOVASIVE, WHERE LEAMING ACTIVITIES
TAKE PLACE IN A ZOO AND ARE MEANT TO ENHANCE CLASSROOM ACTIVITIES.
CHAPTER9 CO-DESIGN AND CO-DEPLOYMENT METHODOLOGIES FOR INNOVATIVE
M-LEAMING SYSTEMS 147 DAVID MIL/ARD, UNIVERSITY OF SOUTHAMPTON, UK
L ONNE HOWARD, UNIVERSITY OFSOUTHAMPTON. UK LESTER GI/BERT, UNIVERSITY
OF SOUTHAMPTON, UK GARY WIL/S, UNIVERSITY OF SOUTHAMPTON, UK BUILDING
INNOVATIVE M-IEAMING SYSTEMS CAN BE CHALLENGING, BECAUSE INNOVATIVE
TECHNOLOGY IS TIED TO INNOVATIVE PRACTICE, AND THUS THE DESIGN PROCESS
NEEDS TO CONSIDER THE SOCIAL AND PROFESSIONAL CONTEXT IN WHICH A
TECHNOLOGY IS TO BE DEPLOYED. IN THIS CHAPTER WE DESCRIBE A METHODOLOGY
FOR CO-DESIGN IN M-IEAMING, WHICH INCLUDES STAKEHOLDERS FROM THE DOMAIN
IN THE TECHNOLOGY DESIGN TEAM. THROUGH A CASE STUDY OF A PROJECT TO
SUPPORT NURSES ON PLACEMENT, WE SHOW THAT CO-DESIGN SHOULD BE
ACCOMPANIED BY CO-DEPLOYMENT IN ORDER TO MANAGE THE RECEPTION AND
EVENTUAL ACCEPTANCE OF NEW TECHNOLOGY IN A PARTICULAR ENVIRONMENT. WE
PRESENT BOTH OUR CO-DESIGN AND CO-DEPLOYMENT METHODOLOGIES, AND DESCRIBE
THE TECHNIQUES THAT ARE APPLICABLE AT EACH STAGE. CHAPTER 10 DESIGN AND
IMPLEMENTATION OF MULTIPLATFORM MOBILE-LEAMING ENVIRONMENT AS AN
EXTENSION OF SCORM 2004 SPECIFICATIONS 164 KIYOSHI NAKABAYASHI, NATIONAL
INSTITUTE OF MULTIMEDIA EDUCATION, JAPAN A LEAMER-ADAPTIVE SELF-IEAMING
ENVIRONMENT HAS BEEN DEVELOPED IN WH ICH BOTH MOBILE PHONES AND PERSONAL
COMPUTERS CAN BE USED AS CLIENT TERMINALS. THE LEAMER-ADAPTIVE FUNCTION
HAS BEEN IMPLEMENTED USING SCORM 2004 SPECIFICATIONS. THE SPECIFICATIONS
WERE EXTENDED TO ENABLE OFFLINE LEAMING USING MOBILE PHONES. BECAUSE THE
APPLICATION-PROGRAMMING ENVIRONMENT OF MOBILE PHON ES VARIES FROM CAR-
RIER TO CARRIER, A COMMON CONTENT FORMAT WAS SPECIFIED FOR THE LEAMING
CONTENT AND CONTENT-EXECUTION MECHANISMS WERE DEVE10PED FOR EACH
CARRIER S ENVIRONMENT TO MAXIMIZE CONTENT-PLATFORM INTEROPERABIL- ITY.
THE LATEST LEAMING RESULTS ACHIEVED BY USING MOBILE PHONES WERE
SYNCHRONIZED WITH THE LATEST ONES ON THE SERVER-SIDE SEQUENCING ENGINE
SO THAT THE LEAMER-ADAPTIVE FUNCTION WAS AVAILABLE FROM PERSONAL
COMPUTERS AS WEIL. THE SYSTEM CAN PROVIDE ADAPTIVE COURSES SUCH THAT THE
RESULTS OF APRE-TEST TAKEN ON MOBILE PHONES CAN MODIF) THE LECTURE
CONTENT ON PERSONAL COMPUTERS, FITTING THEM TO EACH LEAMER S LEVEL
OFKNOWLEDGE AND UNDERSTANDING. THE FUNCTIONALITY AND USABILITY OFTHE
SYSTEM WAS EVALUATED THROUGH TWO TRIAL EXPERIMENTS, THE FIRST OF WH ICH
INVOLVED ADULT LEAMERS AND THE SECOND WITH SMALL CHILDREN AND THEIR
PARENTS. CHAPTER 11 TOWARDS MOBILE LEARNING APPLICATIONS INTEGRATION
WITH LEAMING MANAGEMENT SYSTEMS 182 MARC ALIER FORMENT, UNIVERSITAT
POLITECNICA DE CATALUNYA, SPAIN MARIA JOSE CASANY GUERRERO, UNIVERSITAT
POLITECNICA DE CATALUNYA, SPAIN JORDI PIGUILLEM POCH, UNIVERSITAT
POLITECNICA DE CATALUNYA, SPAIN ICT IN EDUCATION INNOVATORS ARE CREATING
NEW KINDS OF LEAMING APPLICATIONS USING ALL SORTS OF NEW TECHNOLOGIES
AVAILABLE: WEB 2.0, MOBILE, GAMING PLATFORMS AND EVEN VIRTUAL WORLDS.
MOBILE LEAMING APPLICATIONS (M-IEAMING) TAKE ADVANTAGE OF THE
UBIQUITOUSNESS OF THE MOBILE DEVICES TO EXPLORE NEW WAYS OF LEAMING.
LEAMING MANAGEMENT SYSTEMS (LMS) ARE A CONSOLIDATED KIND OFWEB BASED
LEAMING SOFTWARE THAT OVER THE LAST 15 YEARS HAVE EVOLVED TO MEET THE
NEEDS OFTHE LEAMING INSTITUTION TO BASIC, COMMON ONLINE EDUCATIONAL
PLATFORMS. THE LMS CREATES A WEB BASED SPACE FOR EVERY COURSE (VIRTUAL
C1ASSROOM) THAT CAN BE USED TO COMPLEMENT THE PRESENCE LEAMING
ACTIVITIES (BLENDED LEAMING) OR TO FULLY DELI VER THE COURSE CONTENTS
(ONLINE LEAMING). NOWADAYS MOST LEAMING ORGANIZATIONS HAVE INTEGRATED A
LMS WITH THEIR INFORMATION SYSTEMS (BACK-OFFICE, ACADEMIC MANAGEMENT,
ETC.) TO A POINT WHERE ALL LEARNING ACTIVITIES (VIRTUAL AND NON VIRTUAL)
HAVE A COUNTERPART (SYLLABUS, ASSESSMENTS, SCHEDULING, ETC.) IN THE LMS
VIRTUAL C1ASSROOMS. M-IEAMING IS NOT DESTINED TO REPLACE THE CURRENT WEB
BASED LEAMING APPLICATIONS, BUT TO EXTEND IT, THAT IS WHY MOBILE
APPLICATIONS WILL NEED TO BE ABLE TO INTEGRATE WITH THE LMS. IT ALSO
MAKES SENSE TO BE ABLE TO ACCESS SOME OFTHE SERVICES OFTHE LMS VIRTUAL
CLASSROOM FROM THE MOBILE DEVICE. BUT, TO ACCOMPLISH THIS GOAL MIGHT NOT
BE A SIMPLE TASK. THIS CHAPTER ANALYZES THE COMPLEXITIES INVOLVED TO
ACHIEVE THAT GOAL, AND DESCRIBES SOME STANDARD INTEROPERABILITY
ARCHITECTURES AND RELATED RESEARCH AND DEVELOPMENT PROJECTS THAT WILL
ALLOW THIS KIND OF INTERACTION BETWEEN THE LMS AND THE M-IEAMING
APPLICATIONS. SECTION 3 INNOVATIVE TOOLS CHAPTER 12 USING MOBILE AND
PERVASIVE TECHNOLOGIES TO ENGAGE FORMAL AND INFORMAL LEAMERS IN
SCIENTIFIC DEBATE 196 DAWN WOODGATE, UNIVERSITY 0/ BATH, UK DANAE
STANTON FRASER, UNIVERSITY 0/ BATH, UK AMANDA GOWER, BT INNOVATE, UK
MAXINE GLANCY, BBC RESEARCH & INNOVATION, UK ANDREW GOWER, BT INNOVATE,
UK ALAN CHAMBERLAIN, UNIVERSITY 0/ NOTTINGHAM, UK TERESA DILLON, POLAR
PRODUCE, UK DAVID CRELLIN, ABINGTON PARTNERS, UK IN A CLIMATE OF CONCERN
IN THE UK ABOUT A PERCEIVED LOSS OF INTEREST IN SCIENCE AMONG
SCHOOLCHILDREN AND THE GENERAL PUBLIC, WE CONSIDER THE RELATIONSHIPS
THAT EXIST BETWEEN SCIENCE EDUCATION AND PUBLIC ENGAGEMENT IN SCIENCE,
AND FORMAL AND INFORMAL LEARNING CONTEXTS. WE MOVE ON TO DESCRIBE
FOUR CASE STUDIES DRAWN FROM OUR RESEARCH, WHERE MOBILE TECHNOLOGIES
HAVE BEEN USED IN UBIQUITOUS ICT-BASED SCIENCE-RELATED LEARNING
ACTIVITIES. THREE OF THESE STUDIES WERE OF SCHOOL BASED ACTIVITIES WHICH
TOOK PLACE IN TIMETABLED SCIENCE LESSON TIME. THE FOURTH WAS SET IN KEW
GARDENS IN LONDON, DURING A HOLIDAY PERIOD, AND INVOLVED LEISURE-TIME
VISITORS OF ALL AGES. FINALLY, WE DESCRIBE A PLANNED INTEGRATED TRIAL,
WHICH WILL DRAW TOGETHER FORMAL AND INFORMAL LEARNERS IN
ENVIRONMENTAL AND SCIENTIFIC DEBATE, SCAFFOLDING PREVIOUS MOBILE
LEARNING EXPERIENCES TOWARDS A GENUINELY MULTIPLATFORM E-IEARNING
SYSTEM. CHAPTER 13 TOOLS FOR STUDENTS DOING MOBILE FIELDWORK 215 MATTIAS
ROST, GOETEBORG UNIVERSITY, SWEDEN LARS ERIK HOLMQUIST, SWEDISH INSTITUTE
OJCOMPUTER SCIENCE, SWEDEN STUDENTS ARE NOT ALWAYS SITTING AT THEIR DESK
WHEN LEARNING NEW THINGS - THEY ARE ALSO OUT IN THE WORLD. WE PRESENT A
SET OF TOOLS WE DEVELOPED TO SUPPORT GROUPS OF STUDENTS WHO ARE DOING
FIELD STUDIES. INITIALLY, WE GAVE THE STUDENTS A WIKI FOR GATHERING
FIELD NOTES AND THEIR GROUP WORK MATERIAL. BASED ON OBSERVA- TIONS ON
HOW THEY USED IT AND COLLABORATED, WE DEVELOPED ADDITIONAL TOOLS TO RUN
ALONG WITH THE WIKI. THESE INCLUDE A MOBILE APPLICATION FOR CAPTURING
DATA (PHOTO, VIDEO, AUDIO, AND TEXT) AND AUTOMATICALLY UPLOADING TO THE
WIKI, AND A SET OFWEB TOOLS WHICH RUN ON TOP OFTHE WIKI FOR INCREASING
THE AWARENESS BETWEEN STUDENTS, AND FOR BROWSING THE CAPTURED DATA. WE
DESCRIBE THE IMPLEMENTATION OFTHESE TOOLS AND REPORT ON THE EXPERIENCE
FROM HAVING STUDENTS USING THEM ON THEIR OWN EQUIPMENT DURING THE
COURSE. CHAPTER 14 SMART: STOP-MOTION ANIMATION AND REVIEWING TOOL 229
PETER BYRNE, TRINITY COLLEGE, IRELAND BRENDAN TANGNEY, TRINITY COLLEGE,
IRELAND ANIMATION SHARES MANY OFTHE EDUCATIONAL ADVANTAGES OF DIGITAL
VIDEO PRODUCTION. HOWEVER, BOTH ACTIVITIES CAN BE TIME CONSUMING, ARE
NON-TRIVIAL TO IMPLEMENT AS WHOLE CLASS ACTIVITIES AND THERE ARE ASPECTS
OFTHE PROCESS THAT ARE NOT WEIL SCAFFOLDED BY CURRENTIY AVAILABLE
SOFTWARE TOOLS. THE DESIGN, IMPLEMENTATION, AND EVALUATION OF A MOBILE
LEARNING APPLICATION CALLED THE STOP-MOTION ANIMATION AND REVIEWING TOOL
(SMART) ARE DESCRIBED. THE APPLICATION ENABLES USERS TO CREATE
ANIMATIONS ON A MOBILE PHONE AND IS PART OF A LARGER GENERIC SUITE OF
OPEN-SYSTEM SOFTWARE WE ARE DEVELOPING TO FACILITATE THE DEVELOPMENT OF
CROSS PLATFORM APPLICATIONS IN THE AREA OF DIGITAL NARRATIVE PRODUCTION.
SEETION 4 INNOVATIVE CASES CHAPTER 15 A MULTIPLATFORM E-IEARNING SYSTEM
FOR COLLABORATIVE LEARNING: THE POTENTIAL OF INTERACTIONS FOR LEARN ING
FRACTION EQUIVALENCE 244 SIU CHEUNG KONG, THE HONG KONG INSTITUTE 0/
EDUEATION, HONG KONG A MULTIPLATFORM E-IEARNING SYSTEM CALLED THE
GRAPHICAL PARTITIONING MODEL (GPM) , WITH THE SEPARATE VERSIONS FOR
DESKTOP COMPUTERS AND MOBILE DEVICES, WAS DEVELOPED FOR LEARNING
KNOWLEDGE OFFRACTION EQUIVALENCE. THIS CHAPTER PRESENTS A CASE STUDY ON
THE USE OFTHE MOBILE VERSION GPM FOR THE LEARNING OFTHE TARGETED TOPIC
IN A MOBILE TECHNOLOGY SUPPORTED ENVIRONMENT. THE INTERACTIONS BETWEEN A
DYAD OF PRIMARY 5 STUDENTS AND THE GPM WERE ANALYZED IN ORDER TO
UNDERSTAND THE FEASIBILITY OFTHE DESIGN OFTHE MOBILE VERSION E-IEARNING
SYSTEM. THE RESULTS SHOW THAT THE INTERACTIONS BETWEEN THE STUDENTS AND
THE GPM HAVE THE POTENTIAL TO ENHANCE THE LEARNING EFFECTIVENESS OFTHE
TARGETED TOPIC. THE MOBILE VERSION GPM DEMONSTRATED A POSSIBILITY TO
INTEGRATE WITH COLLABORATIVE LEAMING STRATEGIES SUCH AS RECIPROCAL
TUTORING AND PEER-TO-PEER DISCUSSION. THE CASE STUDY ALSO REVEALS THAT
THERE IS A POTENTIAL FOR THE FLEXIBLE USE OFTHE DUAL-VERSION GPM TO
FOSTER DEEP LEAMING. CHAPTER 16 MOBILE LNTERACTIVE LEAMING IN LARGE
CLASSES: TOWARDS AN INTEGRATED INSTRUCTOR-CENTRIC AND PEER-TO-PEER
APPROACH 260 KIN-CHOONG YOW, NANYANG TEEHNOLOGIEAL UNIVERSITY, SINGAPORE
BOON-CHONG SEET, AUEKLAND UNIVERSITY O/TEEHNOLOGY, NEW ZEALAND THIS
CHAPTER AIMS AT DESCRIBING A NEW PLATFORM FOR MOBILE AND INTERACTIVE
LEAMING TARGETED AS AN EFFECTIVE COMMUNICATION MEDIUM BETWEEN THE
PROFESSOR AND STUDENTS DURING LECTURES. IN THIS SYSTEM, STUDENTS AND
PROFESSORS WILL BE EQUIPPED WITH A MULTIMEDIA MESSAGING SERVICE (MMS)
CAPABLE DEVICE (WH ICH MAY BE PDAS, LAPTOPS, OR TABLET PCS) THAT IS
CONNECTED ON THE CAMPUS-WIDE WIRELESS LAN. DURING LECTURES, STUDENTS CAN
ASK QUESTIONS, RESPONSE TO QUESTIONS OR GIVE IMMEDIATE FEEDBACK ON THE
LECTURE SIMPLY BY COMPOSING A MMS MESSAGE AND SENDING IT TO THE
PROFESSOR. THE MAIN ADVANTAGE OFTHIS LEAMING SYSTEM IS THAT MMS
MESSAGING IS EASILY EXTENSIBLE TO THE MOBILE GSM NETWORKS, SO STUDENTS
ARE NOT RESTRICTED TO USE IT ONLY ON CAMPUS. IN ADDITION TO ENABLING
BETTER INTERACTION BETWEEN STUDENTS AND INSTRUCTOR, AN APPROACH TO
FACILITATE STUDENT-TO-STUDENT INTERACTION DURING A LECTURE FOR
PEER-TO-PEER LEAMING IS PROPOSED, WHICH CAN BE EASILY INTEGRATED INTO
OUR EXISTING SYSTEM. CHAPTER 17 THE TRIGGER EXPERIENCE: TEXT MESSAGING
AS AN AIDE MEMOIRE TO ALERT STUDENTS IN MOBILE USAGE OFTEACHING AND
LEAMING RESOURCES 273 JOAN RIEHARDSON, RMIT UNIVERSITY, AUSTRALIA JOHN
LENARCIE, RMIT UNIVERSITY, AUSTRALIA THIS CASE STUDY CHAPTER WILL
OUTLINE THE RESULTS OF A PILOT TEST INTO THE USE OFSHORT MESSAGE SERVICE
(SMS) TO AUGMENT THE PROVISION OF STUDENT ADMINISTRATIVE SERVICES
CURRENTLY AVAILABLE THROUGH A UNIVERSITY WEBSITE. THE PILOT CONDUCTED
UTILISED AN SMS PROTOTYPE TOOL TRIGGER THAT ENABLED DYNAMIC INFORMATION
TRANSFER BETWEEN STAFF AND STUDENTS. TRIGGER FACILITATED LIVE UPDATE REM
INDERS THAT ASSISTED STUDENTS TO SCHEDULE THEIR TIME AND BETTER ORGANISE
THEMSELVES. SPECIFICALLY, SMS TECHNOLOGY WAS USED TO DELIVER PHYSICAL
CLASS LOCATIONS, AVAILABILITY AND WEB ADDRESSES OF IPOD RESOURCES,
IMPORTANT EVENTS, ALERTS FOR MULTIMEDIA, EXAMINATION SCHEDULES, AND,
ASSESSMENT FEEDBACK BY PUSHING INFORMATION TO STUDENTS. TRIGGER ALSO
PROVIDED STUDENTS WITH PULL ACCESS TO STUDY SCHEDULES AND REQUIREMENTS.
THE AIM OF THE TEST WAS TO EVALUATE STUDENT RESPONSE TO THE USE OF
TRIGGER TO IMPROVE THE LEAMING ENVIRONMENT. THE CASE STUDY WILL IDENTIFY
STUDENT RESPONSES TO THE PILOT AND DESCRIBE A CURRENT PROJECT THAT HAS
EXTENDED THE NUMBER OF STUDENTS PARTICIPATING IN THE STUDY. CHAPTER 18
USE OFMOBILE TECHNOLOGY AT MONTCLAIR STATE UNIVERSITY 292 PATRICIA KAHN,
MONTCLAIR STATE UNIVERSITY, USA EDWARD CHAPEL, MONTCLAIR STATE
UNIVERSITY, USA EDUCATORS STRIVE TO DEVELOP INNOVATIVE TEACHING
STRATEGIES TO MEET THE EXPECTATIONS OF DIGITAL NATIVES THAT ARE
ACCUSTOMED TO SOCIAL NETWORKING ENVIRONMENTS. THE CAMPUS CONNECT PROJECT
AT MONTCLAIR STATE UNIVERSITY PROVIDED AN INNOVATIVE MOBILE TECHNOLOGY
SERVICE, IN ORDER TO MEET THESE EXPECTATIONS. THE PROGRAM, WHICH
INCLUDED A CUSTOM DESIGNED, HIGH SPEED, RICH MEDIA AND GPS (IOCATION
BASED SERVICES) CAPABLE CELLULAR NETWORK AS WEIL AS A RICH ARRAY OF CELL
PHONE BASED APPLICATIONS ENABLED STUDENTS TO CUSTOMIZE THEIR MOBILE
PHONE FOR 24/7 ACCESS TO THE UNIVERSITY S TEACHING AND LEAMING,
INFORMATION, AND ADMINISTRATIVE RESOURCES. THIS CHAPTER WILL DESCRIBE
THE GROWTH AND EVOLUTION OFTHE CAMPUS CON- NECT PROGRAM AND THE
APPLICATIONS THAT WERE FREQUENTED BY THE STUDENT POPULATION ON MOBILE
TECHNOLOGY THROUGH THIS INNOVATIVE PROGRAM. IN ADDITION, A DESCRIPTION
OFHOW THESE APPLICATIONS ENHANCED THE LEAM- ING ENVIRONMENT WILL BE
PROVIDED AS WEIL AS THE CHANGES THE PROGRAM UNDERWENT IN ORDER TO BEST
SUIT THE DEMANDS OFTHE CHANGING POPULATION OF STUDENTS. QUANTITATIVE AND
QUALITATIVE SURVEY RESULTS ARE OFFERED TO DESCRIBE THE STUDENT S
REACTION TO USING MOBILE TECHNOLOGY IN A LEAMING ENVIRONMENT AS WEIL AS
IDENTIFY THOSE APPLICATIONS THAT STUDENTS UTILIZED MOST OFTEN. BASED ON
THESE RESULTS, RECOMMENDATIONS FOR FUTURE ITERATIONS OFTHE CAMPUS
CONNECT PROGRAM WILL BE PROVIDED, WHICH CAN BE USED AS A GUIDE FOR
ADMINIS- TRATORS WHO MAY BE CONTEMPLATING COMPARABLE MOBILE TECHNOLOGY
PROGRAMS AT THEIR INSTITUTIONS. CHAPTER 19 CONTEXTUAL LEAMING AND MEMORY
RETENTION: THE USE OFNEAR FIELD COMMUNICATIONS, QR CODES, QBIC, AND THE
SPACING EFFECT IN LOCATION BASED LEAMING 309 DAVID METCA/J, UNIVERSITY
OFCENTRAL FLORIDA, USA DAVID ROGERS, UNIVERSITY OFCENTRAL F/ORIDA, USA
AN IMPORTANT PART OF MULTIPLATFORM OR BLENDED LEAMING IS DESIGNING
LEAMING ENVIRONMENTS THAT TAKE FULL ADVANTAGE OF THE RELATIVE STRENGTHS
AND WEAKNESS OF THE VARIOUS PLATFORMS EMPLOYED TO MEET LEAMING
OBJECTIVES. THE DESKTOP HAS STRENGTHS THAT ARE CONDUCIVE TO IMMERSIVE
LEAMING ENVIRONMENTS, WHEREAS MOBILE DEVICES EXCEL IN CONTEXTUAL LEAMING
AND PERFORMANCE SUPPORT ROLES. BLENDED LEAMING THEN, IS NOT MERELY
PORTING THE SAME CONTENT FROM ONE PLATFORM TO ANOTHER, BUT RECOGNIZING
THE NEED FOR UNIQUE IMPLEMENTATIONS. THIS CHAPTER WILL EXAMINE TWO
GENERAL APPLICATIONS IN WHICH MOBILE LEAMING TAKES ADVANTAGE OF THE
FLEXIBILITY AFFORDED BY THE PLATFORM. IN THE FIRST CASE WE WILL EXPLORE
THE POSSIBILITIES PRESENTED BY PHYSICAL HYPERLINKS THROUGH THE
APPLICATION OF NEAR FIELD COMMUNICATIONS, QR CODES, AND IMAGE
RECOGNITION SOFTWARE. IN ADDITION TO PROVIDING CONTEXTUALLY RELEVANT
INFORMATION, THE MOBILE PLATFORM IS IDEAL FOR PROVIDING ENHANCED
CONCEPTUAL RETENTION. THE SPACING EFFECT DEMONSTRATES THAT MEMORY DECAYS
ACCORDING TO A WELL-DEFINED LOGARITHMIC CURVE. ONCE THIS CURVE HAS BEEN
OPTIMIZED FOR AN INDIVIDUAL, IT IS POSSIBLE TO DETERMINE THE MOST
PRODUCTIVE TIM ES TO REVIEW LEARNING OBJECTIVES. MOBILE DEVICES ARE THE
PERFECT PLATFORM TO REVIEW MATERIAL INITIALLY MASTERED ON A DESKTOP OR
IN A C1ASSROOM, AND THESE SCHEDULED SESSIONS CAN BOOST RETENTION TIM ES
DRAMATICALLY. CONTEXTUAL LEARNING AND ENHANCED RETENTION ARE TWO
APPLICATIONS THAT CATER TO THE STRENGTHS OF MOBILE DEVICES, AND AUGMENT
A HOLISTIC MULTIPLATFORM APPROACH TO LEARNING. CHAPTER20 DEVELOPMENT OF
A MUSEUM EXHIBITION SYSTEM COMBINING INTERACTIONAL AND TRANSMISSIONAL
LEARNING 32 I SHINICHI HISAMATSU, THE UNIVERSITY OFTOKYO, JAPAN
HANDS-ON EXHIBITIONS, WHICH NOT ONLY PRESENT OBJECTS FOR VIEWING BUT
ALSO STIMULATE LEARNING BY AL- LOWING VISITORS ACTUALLY ABLE TO TOUCH
THEM, IS GAINING INCREASING POPULARITY AT MUSEUMS. BY ACTUALLY HANDLING
AN EXHIBITED OBJECT, THE VISITOR CAN GET A BETTER UNDERSTANDING OFTHE
CHARACTERISTICS OFTHE OB- JECT THAT CANNOT BE FULLY GRASPED BY JUST
LOOKING IT, SUCH AS THE OBJECT S UNDERLYING STRUCTURE AND HIDDEN
ASPECTS, AS WEIL AS TACTILE INFORMATION LIKE THE OBJECT S WEIGHT,
HARDNESS, AND SO ON. THE EXPERIENCE ALSO AROUSES CURIOSITY AND INTEREST
AND BECOMES A LEARNING OPPORTUNITY FOR THE VIEWER. WE HAVE DEVELOPED AN
INTERACTIVE EXHIBITION SYSTEM FOR MUSEUMS, WH ICH COMBINES LEARNING
BASED ON THE INTERACTION WITH PHYSICAL OBJECTS AND KNOWLEDGE
TRANSMISSION. IN THIS SYSTEM, THE USER HANDLES AND LOOKS AT AN ACTUAL
PHYSICAL OBJECT, WHICH APPEARS JUST LIKE THE ORIGINAL OBJECT AND TALKS
DIRECTLY TO THE USER. THIS CONVERSA- TION WITH THE OBJECT AS THE USER
GRASPS (IN BOTH SENSES) THE OBJECT DEEPENS THE USER S UNDERSTANDING OF
AND INTEREST IN THE OBJECT. THIS NARRATIVE FEEDBACK TO THE USER IS
ACHIEVED THROUGH THE ACTIVE LINK- AGE BETWEEN, IN THE CASE PRESENTED
HERE, A FOSSIL IN REAL SPACE AND THREE-DIMENSIONAL COMPUTER GRAPHICS
EMPLOYING AUGMENTED REALITY (AR). THE SYSTEM USES RF-ID TECHNOLOGY TO
DETERMINE THE LEVEL OFTHE USER S GRASPING STATE AND TO FEED BACK
INFORMATION TO THE USER. IN THIS PAPER, I PRESENT THE ACTUAL IM PLE-
MENTATION OFTHIS INTERACTIVE SYSTEM AT A MUSEUM AND A SCHOOL. THE SYSTEM
WAS TESTED WITH ELEMENTARY ANDJUNIOR HIGH SCHOOL STUDENTS AND I PRESENT
RESULTS OFTHE TRIALS THAT SHOW THE CONVENIENCE OFTHE SYSTEM AND ITS
BENEFICIAL EFFECT ON LEARNING. COMPILATION OF REFERENCES 336 ABOUT THE
CONTRIBUTORS 363 INDEX 376
|
| any_adam_object | 1 |
| building | Verbundindex |
| bvnumber | BV035769402 |
| callnumber-first | L - Education |
| callnumber-label | LB1028 |
| callnumber-raw | LB1028.3 |
| callnumber-search | LB1028.3 |
| callnumber-sort | LB 41028.3 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | AP 15840 DP 2600 |
| ctrlnum | (OCoLC)301947839 (DE-599)BVBBV035769402 |
| dewey-full | 371.33 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.33 |
| dewey-search | 371.33 |
| dewey-sort | 3371.33 |
| dewey-tens | 370 - Education |
| discipline | Allgemeines Pädagogik |
| format | Book |
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| genre | (DE-588)4143413-4 Aufsatzsammlung gnd-content |
| genre_facet | Aufsatzsammlung |
| id | DE-604.BV035769402 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:04:07Z |
| institution | BVB |
| isbn | 9781605667034 |
| language | English |
| lccn | 2009002220 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-018629128 |
| oclc_num | 301947839 |
| open_access_boolean | |
| owner | DE-29 DE-521 |
| owner_facet | DE-29 DE-521 |
| physical | XXIV, 379 S. Ill., graph. Darst. |
| publishDate | 2010 |
| publishDateSearch | 2010 |
| publishDateSort | 2010 |
| publisher | Information Science Reference |
| record_format | marc |
| series2 | Premier reference source |
| spelling | Multiplatform e-learning systems and technologies mobile devices for ubiquitous ICT-based education Tiong T. Goh [ed.] Hershey [u.a.] Information Science Reference 2010 XXIV, 379 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Premier reference source Incl. bibliogr. references and index "This book addresses technical challenges, design frameworks, and development experiences that integrate multiple mobile devices into a single multiplatform e-learning systems"--Provided by publisher. Educational technology Mobile communication systems in education Instructional systems Design Neue Medien (DE-588)4196910-8 gnd rswk-swf Lehrmittel (DE-588)4074111-4 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Neue Medien (DE-588)4196910-8 s Lehrmittel (DE-588)4074111-4 s DE-604 Goh, Tiong T. Sonstige oth Erscheint auch als Online-Ausgabe 978-1-60566-704-1 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018629128&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Multiplatform e-learning systems and technologies mobile devices for ubiquitous ICT-based education Educational technology Mobile communication systems in education Instructional systems Design Neue Medien (DE-588)4196910-8 gnd Lehrmittel (DE-588)4074111-4 gnd |
| subject_GND | (DE-588)4196910-8 (DE-588)4074111-4 (DE-588)4143413-4 |
| title | Multiplatform e-learning systems and technologies mobile devices for ubiquitous ICT-based education |
| title_auth | Multiplatform e-learning systems and technologies mobile devices for ubiquitous ICT-based education |
| title_exact_search | Multiplatform e-learning systems and technologies mobile devices for ubiquitous ICT-based education |
| title_full | Multiplatform e-learning systems and technologies mobile devices for ubiquitous ICT-based education Tiong T. Goh [ed.] |
| title_fullStr | Multiplatform e-learning systems and technologies mobile devices for ubiquitous ICT-based education Tiong T. Goh [ed.] |
| title_full_unstemmed | Multiplatform e-learning systems and technologies mobile devices for ubiquitous ICT-based education Tiong T. Goh [ed.] |
| title_short | Multiplatform e-learning systems and technologies |
| title_sort | multiplatform e learning systems and technologies mobile devices for ubiquitous ict based education |
| title_sub | mobile devices for ubiquitous ICT-based education |
| topic | Educational technology Mobile communication systems in education Instructional systems Design Neue Medien (DE-588)4196910-8 gnd Lehrmittel (DE-588)4074111-4 gnd |
| topic_facet | Educational technology Mobile communication systems in education Instructional systems Design Neue Medien Lehrmittel Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018629128&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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