Architectures for distributed and complex M-learning systems: applying intelligent technologies
"This book explores state-of-the-art software architectures and platforms used to support distributed and mobile e-learning systems"--Provided by publisher.
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Hershey [u.a.]
Information Science Reference
2010
|
| Schriftenreihe: | Premier reference source
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | "This book explores state-of-the-art software architectures and platforms used to support distributed and mobile e-learning systems"--Provided by publisher. |
| Beschreibung: | "This book explores state-of-the-art software architectures and platforms used to support distributed and mobile e-learning systems"--Provided by publisher. Includes bibliographical references and index |
| Beschreibung: | XXIV, 410 S. Ill., graph. Darst. |
| ISBN: | 9781605668826 |
Internformat
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| 500 | |a "This book explores state-of-the-art software architectures and platforms used to support distributed and mobile e-learning systems"--Provided by publisher. | ||
| 500 | |a Includes bibliographical references and index | ||
| 520 | 3 | |a "This book explores state-of-the-art software architectures and platforms used to support distributed and mobile e-learning systems"--Provided by publisher. | |
| 650 | 4 | |a Educational technology | |
| 650 | 4 | |a Instructional systems |x Design | |
| 650 | 4 | |a Computer-assisted instruction | |
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Datensatz im Suchindex
| _version_ | 1804141011171016704 |
|---|---|
| adam_text | TABLE OF CONTENTS FOREWORD X VI PREFACE XIX ACKNOWLEDGMENT XXIV SECTION
1 ARCHITECTURES, FRAMEWORKS, AND PLATFORMS FOR MOBILE LEARNING SYSTEMS
CHAPTER 1 DEVELOPING TOOLS THAT SUPPORT EFFECTIVE MOBILE AND GAME BASED
LEARNING: THE COLLAG E PLATFORM I EVI CHRYSSAFIDOU. ELLINOGERMANIKI
AGOGI. GREECE SOFOKLIS SOTIRIOU. ELLINOGERMANIKI AGOGI. GREECE PAVLOS
KOULOURIS. ELLINOGERMANIKI AGOGI. GREECE MANOLIS STRATAKIS, FORTHNET.
GREECE ANTONIS MILIARAKIS, FORLHNET. GREECE MARIO BARAJAS, UNIVERSITAL
DE BARCELONA, SPAIN MARCELO MI/RAD, VAEXJOE UNIVERSITY. SWEDEN DANIEL
SPIKOL, VAEXJOE UNIVERSITY, SWEDEN CHAPTER 2 DESIGNING AN ARCHITECTURE TO
PROVIDE UBIQUITY IN MOBILE LEARNING 35 JAVIER CARMONA-MURILLO.
UNIVERSITY OFEXTREMADURA, SPAIN DAVID CORTES-POLO, UNIVERSITY
OFEXTREMADURA. SPAIN JOSE LUIS GONZALEZ-SIMCHEZ, UNIVERSITY OF
EXTREMADURA, SPAIN CHAPTER3 MOBIGLAM: A FRAMEWORK OFLNTEROPERABILITY AND
ADAPTIVITY FOR MOBILE LEARNING 52 FATMA MEAWAD, GERMAN UNIVERSITY IN
CAIRO, EGYPT GENEEN STUBBS, UNIVERSITY OFGLAMORGAN, UK CHAPTER 4
SW-ARCHITECTURE FOR DEVICE INDEPENDENT MOBILE LEARNING 72 ANDREAS
CHRIST, UNIVERSITY OFAPPLIED SCIENCES OFFENBURG, GERMANY MARKUS FEISST,
UNIVERSITY OF APPLIED SCIENCES OFFENBURG, GERMANY CHAPTER 5 A UBIQUITOUS
AND PERVASIVE LEARNING FRAMEWORK: LINKING THE LEARNER, THE WORKPLACE,
AND THE EDUCATION INSTITUTE 94 RODGER CARRO/L, CHISHOLM INSTITUTE AND
VICTORIA UNIVERSITY, AUSTRALIA CHAPTER 6 A MOBILE SERVICE PLATFORM FOR
TRUSTWORTHY E-LEARNING SERVICE PROVISIONING 108 ZONGWEI LUO, UNIVERSITY
OFHONG KONG, HONG KONG, CHINA TIANLE ZHANG, BEIJING UNIVERSITY OFPOSTS
AND TELECOMMUNICATIONS, CHINA SECTION 2 TECHNOLOGICAL ADVANCES IN
SUPPORT FOR MOBILE LEARNING CHAPTER 7 MOBILE WEB 2.0: BRIDGING LEARNING
CONTEXTS 123 THOMAS COCHRANE, UNITEC, NEW ZEALAND CHAPTER8 MOBILE GRIDS:
AN ENABLING TECHNOLOGY FOR NEXT GENERATION M-LEARNING APPLICATIONS 152
VASSILIKI ANDRONIKOU, NATIONAL TECHNICAL UNIVERSITY OF ATHENS, GREECE
VICLOR VILLAGRA, UNIVERSIDAD POLITECNICA DE MADRID (UPM), SPAIN
KLEOPATRA KONSTANLELI, NALIONAL TECHNICAL UNIVERSITY OF ALHENS, GREECE
ANLONIOS LITKE, NATIONAL TECHNICAL UNIVERSITY OF ALHENS, GREECE
ALHANASIA P! JYCHOGIOU, NATIONAL TECHNICAL UNIVERSITY OF ATHENS, GREECE
THEODORA VARVARIGOU, NALIONAL TECHNICAL UNIVERSITY OF ATHENS, GREECE
CHAPTER 9 INTELLIGENT M-LEARNING FRAMEWORKS: INFORMATION AND
COMMUNICATION TECHNOLOGY APPLIED IN A LAPTOP ENVIRONMENT 169 HAZELOWEN,
UNILEE, NEW ZEALAND CHAPTER 10 INTEGRATING ONTOLOGY-BASED CONTENT
MANAGEMENT INTO A MOBILIZED LEARNING ENVIRONMENT 192 GCIBOR KISMIHOK,
CORVINUS UNIVERSITY OF BUDAPEST, HUNGARY BARNA KOVCICS, CORVINUS
UNIVERSITY OFBUDAPEST, HUNGARY REKA VAS, CORVINUS UNIVERSITY OF
BUDAPEST, HUNGARY CHAPTER 11 CONTEXT-AWARENESS AND DISTRIBUTED EVENTS IN
MOBILE LEARNING 211 LVICA BOTICKI, UNIVERSITY OFZAGREB, CROATIA VEDRAN
MORNAR, UNIVERSITY OFZAGREB, CROATIA NATASA HOIC-BOZIC, UNIVERSITY OF
RIJEKA, CROATIA CHAPTER 12 INTELLIGENT CONTEXT FOR PERSONALIZED MOBILE
LEARNING 236 PHILIP MOORE, BIRMINGHAM CITY UNIVERSITY, UK BIN HU,
BIRMINGHAM CITY UNIVERSITY, UK MIKE JACKSON, BIRMINGHAM CITY UNIVERSITY,
UK JIZHENG WAN, BIRMINGHAM CITY UNIVERSITY, UK SECTION 3 ARCHITECTURE
APPLICATIONS AND CASE STUDIES ON MOBILE LEARNING PRACTICES CHAPTER 13
SCHOOLS IN ACTION: PEDAGOGICAL EVALUATION OFCOLLAGE, A CASE STUDY ON
MOBILE AND LOCATION GAME-BASED LEARN ING 272 MARIO BARAJAS, UNIVERSITY
OFBARCELONA, SPAIN SOFOKLIS SOTIRIOU, ELLINOGERMANIKI AGOGI, GREECE
MARTIN OWEN, MEDRUS LEARNING, UK MANFRED LOHR, BG/BRG SCHWECHAT, AUSTRIA
CHAPTER 14 TECHNICAL EVALUATION OFWIRELESS COMMUNICATIONS IN A MOBILE
LEARNING ARCHITECTURE 297 JAVIER CARMONA-MURILLO, UNIVERSITY OF
EXTREMADURA, SPAIN JAIME GATAN-JIMENEZ, UNIVERSITY OF EXTREMADURA, SPAIN
JOSE-LUIS GONZALEZ-SIMCHEZ, UNIVERSITY OF EXTREMADURA, SPAIN CHAPTER 15
SUPPORTING MOBILE ACCESS TO VLE RESOURCES THROUGH MOBIGLAM 315 FATMA
MEAWAD, GERMAN UNIVERSITY IN CAIRO, EGYPT GENEEN STUBBS, UNIVERSITY
OFGLAMORGAN, UK CHAPTER 16 USING TECHNOLOGY TO SUPPORT QUALITY LEARNING
FOR SCHOOL ACTIVITIES INVOLVING FIELD STUDIES 334 K.M STEWART, MACQUARIE
UNIVERSITY, AUSTRALIA K. THOMPSON, UNIVERSITY OF SYDNEY, AUSTRALIA J.G.
HEDBERG, MACQUARIE UNIVERSITY, AUSTRALIA W Y. WONG, UNIVERSITY OFSYDNEY,
AUSTRALIA CHAPTER 17 EXPLORING LEARNER IDENTITIES THROUGH M-LEARNING:
LEARNING ACROSS REGIONAL AND KNOWLEDGE BOUNDARIES : 350 RULH WAL/ACE,
CHARLES DARWIN UL1IVERSITY, AUSLRALIA COMPILATION OF REFERENCES 366
ABOUT THE CONTRIBUTORS 396 INDEX 406 DETAILED TABLE OF CONTENTS FOREWORD
XV I PREFACE XIX ACKNOWLEDGMENT XXIV SECTION 1 ARCHITECTURES,
FRAMEWORKS, AND PLATFORMS FOR MOBILE LEARNING SYSTEMS CHAPTER 1
DEVELOPING TOOLS THAT SUPPORT EFFECTIVE MOBILE AND GAME BASED LEAMING:
THE COLLAG E PLATFORM 1 EVI CHRYSSAFIDOU, E/LINOGERMANIKI AGOGI, GREECE
SOFOKLIS SOTIRIOU, ELLINOGERMANIKI AGOGI, GREECE PAVLOS KOULOURIS,
E/LINOGERMANIKI AGOGI, GREECE MANOLIS STRATAKIS, FORTHNET, GREECE
ANTONIS MILIARAKIS, FORTHNET, GREECE MARIO BARAJAS, UNIVERSITAT DE
BARCELONA, SPAIN MARCELO MI/RAD, VAEXJOE UNIVERSITY, SWEDEN DANIEL SPIKOL,
VAEXJOE UNIVERSITY, SWEDEN THIS CHAPTER PRESENTS THE COLLAGE
(COLLABORATIVE LEAMING PLATFORM USING GAME-LIKE ENHANCEMENTS) PROJECT AS
A GOOD PRACTICE EXAMPLE OFMOBILE AND GAME-BASED LEAMING THAT AIMS TO
INTEGRATE FORMAL AND INFORMAL LEAMING SETTINGS THROUGH AN INNOVATIVE
PEDAGOGICAL APPROACH. IN THIS LEAMING ENVIRONMENT, STUDENTS LEAM IN
CONTEXT WHILE PARTICIPATING IN READY-MADE GAME ACTIVITIES OR CREATING
THEIR OWN GAMES: THEY GATHER DATA FROM THEIR ENVIRONMENTS (AT SCHOOL,
DURING VISITS TO MUSEUMS AND SCIENCE CENTRES, ON FIELD TRIPS, AT HORNE)
AND INTERPRET IT AS INFORMATION USEFUL FOR LEAMING, EITHER ON THEIR OWN
OR THROUGH PLATFORM-MEDIATED PEER COLLABORATION. THIS CHAPTER DESCRIBES
THE PEDAGOGICAL BACKGROUND AND TECHNICAL DETAILS OFTHE COLLAGE SYSTEM,
WHICH WAS DEVELOPED IN THE FRAMEWORK OF AN EU-SUPPORTED E-IEAMING
PROJECT IN 2005-2007. THE AIM OF THE PROJECT WAS TO INVESTIGATE THE
IMPACT OF THE COLLAGE SYSTEM FOCUSING ON RESULTS AND CHANGES THE
INTRODUCTION OF MOBILE GAME-BASED LEAMING MAY PRODUCE IN THE LEAMING
PROCESS. CHAPTER 2 DESIGNING AN ARCHITECTURE TO PROVIDE UBIQUITY IN
MOBILE LEARNING 35 JAVIER CARMONA-MURILLO, UNIVERSITY OF EXTREMADURA,
SPAIN DAVID CORTES-POLO. UNIVERSITY OFEXTREMADURA, SPAIN JOSE LUIS
GONZALEZ-SIMCHEZ, UNIVERSITY OF EXTREMADURA, SPAIN NOWADAYS, MOBILITY
OFFERS POTENTIAL OPPORTUNITIES FOR STUDENT S LEARNING. THE WELL-KNOWN
PARADIGM IEARNING ANYWHERE ANYTIME IS POSSIBLE THANKS TO MOBILE
TERMINALS AND WIRELESS TECHNOLOGIES THAT SOLVE THE LIMITED ACCESS
OFWIRED TECHNOLOGIES FOR USAGE DUE TO LACK OFMOBILITY. IN THIS SCENARIO,
MANY PROJECTS ARE DEALING WITH THE USE OF MOBILITY TO SOLVE SPECIFIC
LEARNING ACTIVITIES IN DIFFERENT ENVIRONMENTS. THIS CHAPTER PRESENTS A
PROJECT CALLED CAMPUS UBICUO AND ITS ARCHITECTURE. THE NOVELTY OFTHIS
SYSTEM IS THE INTEGRATION OFSEVERAL WIRELESS TECHNOLOGIES IN AN ONLY
MOBILITY LEARNING ENVIRONMENT. THE DEVELOPMENT OFTHE PROJECT HAS BEEN
DIVIDED IN FOUL PARTS, ISOLATING THE USER INTERFACE FROM THE
COMMUNICATION MODEL AND FROM THE DATA MANAGEMENT. THIS MEANS THAT THE
SYSTEM IS AVAILABLE IN DIFFERENT CONTEXTS AND COULD BE EASILY ADAPTABLE
TO SEVERAL ORGANIZATIONS SUCH AS HOSPITALS, SCHOOLS, 01 CITY COUNCILS.
WE EXPLAIN HOW THIS ARCHITECTURE HAS BEEN DESIGNED AND DEVELOPED TO
BECOME A SOLID BASE OF MOBILITY LEARNING SYSTEMS. CHAPTER3 MOBIGLAM: A
FRAMEWORK OF INTEROPERABILITY AND ADAPTIVITY FOR MOBILE LEARNING 52
FATMA MEAWAD, GERMAN UNIVERSITY IN CAIRO, EGYPT GENEEN STUBBS,
UNIVERSITY OFGLAMORGAN. UK THIS CHAPTER DISCUSSES THE PRINCIPLES
UNDERPINNING THE DESIGN AND THE DEVELOPMENT OF A FRAMEWORK, MOBIGLAM,
WHICH SUPPORTS UBIQUITOUS AND SCALABLE ACCESS TO LEARNING ACTIVITIES.
THE FRAMEWORK AL- LOWS FULL END TO END INTERCONNECTIVITY AMONG OPEN
SOURCE VIRTUAL LEARNING ENVIRONMENTS (VLES) AND JAVA-ENABLED MOBILE
DEVICES. THROUGH THIS FRAMEWORK, INTEROPERABILITY AND ADAPTIVITY
TECHNIQUES ARE COMBINED TO ADDRESS THE TECHNICAL, PEDAGOGICAL, AND
INSTITUTIONAL CHALLENGES OF MOBILE LEARNING. THE DISCUSSED FRAMEWORK
ACHIEVED A LEVEL OFFLEXIBILITY AND SIMPLICITY THAT RESULTED IN A WIDE
ACCEPTANCE OF THE FRAMEWORK INSTITUTIONALLY, ALLOWING ITS USE IN VARIOUS
REAL WORLD SETTINGS. CHAPTER4 SW-ARCHITECTURE FOR DEVICE INDEPENDENT
MOBILE LEARNING 72 ANDREM; CHRIST. UNIVERSITY OF APPLIED SCIENCES
OFFENBURG, GERMANY MARKUS FEISST. UNIVERSITY OFAPPLIED SCIENCES
OFFENBURG, GERMANY MOBILE LEARNING INCREASES BOTH F1EXIBILITY AND
SELF-DETERMINED LEARNING, OFTEN COMBINED WITH A HIGH DEGREE OF CONTEXT
AWARENESS. FLEXIBILITY AND CONTEXT AWARENESS INCLUDES TIME AND LOCATION,
AS WEIL AS THE ACTUAL INDIVIDUAL SITUATION. TO ACHIEVE SUCH GOALS,
MOBILE LEARNING IS NOT JUST A STAND-ALONE AND IN- DEPENDENT LEARNING
ENVIRONMENT, BUT IS INSTEAD EMBEDDED IN A BROADER E-IEARNING
ENVIRONMENT. THIS IS TRUE FOR THE DIDACTIC AND THE PEDAGOGIC CONCEPTS
AND THE LEARNING (CONTENT) MANAGEMENT SYSTEM, AS WEIL AS THE OVERALL
SOFTWARE ARCHITECTURE. XML HAS BEEN PROVEN TO BE ADEQUATE AND A POWERFUL
TECHNOLOGY TO STORE CONTENT IN A PRESENTATION INDEPENDENT MANNER. BY
DEFINING AN ADDITIONAL ATTRIBUTE INSIDE THE XML TAGS, IT IS POSSIBLE TO
C1ASSIFY THE CONTENT. AT THE SAME TIME, THIS WILL HELP THE AUTHOR
GENERATE LEARNING MATERIAL FOR DIFFERENT DEVICES IN AN EFFICIENT AND
STRUCTURED WAY. ALSO, THE CONTENT CAN BE USED IN DIFFERENT FORMATS
(XHTML, PDF, ETC.) AS WEIL AS WITH DIFFERENT TECHNOLOGIES (BROWSER,
APPLET, MIDLET, AJAX, ETC.). IN ORDER TO OPTIMISE THE CONTENT
PRESENTATION ON DIFFERENT MOBILE DEVICES, THE CONTENT HAS TO BE ADAPTED.
A NECESSARY PRECONDITION FOR THE ADAPTATION PROCESS IS THE
IDENTIFICATION OF THE CONNECTED DEVICE. THE C1ASSIFICATION OF THE
IDENTIFIED MOBILE DEVICE SIMPLIFIES THE MAPPING BETWEEN DEVICE
CAPABILITIES AND CONTENT. THE ICAT (IDENTIFICATION, CLASSIFICATION,
ADAPTATION AND TAGGED XML) FRAMEWORK ADDRESSES THESE ISSUES. THE
PROPOSED DESIGN PATTERNS WILL HELP AUTHORS TO GENERATED CONTENT FOR SUCH
A SYSTEM. CHAPTER 5 A UBIQUITOUS AND PERVASIVE LEARNING FRAMEWORK:
LINKING THE LEARNER, THE WORKPLACE, AND THE EDUCATION INSTITUTE 94
RODGER CARROLL, CHISHOLM INSTITUTE AND VICTORIA UNIVERSITY, AUSTRALIA
THIS CHAPTER REPORTS ON A LEARNING ARCHITECTURE ADOPTING UBIQUITY AND
PERVASIVENESS TO SUPPORT COM- MUNITIES OF LEARNING PRACTICE. THE
RESEARCH FOCUSED ON MOBILE DEVICES THAT ARE CAPABLE OFVOICE, TEXT,
VIDEO/PHOTO INTERACTIONS, AND WEB ACCESS, AND HOW THIS CAN CATER FOR THE
PREFERRED LEARNING STYLES OFTHE LEARNERS WHILE SUPPORTING THE WORKPLACE
LEARNING AND THE EDUCATIONAL ENVIRONMENT. THE RESEARCH UTILISED MOBILE
TECHNOLOGY FOR PLANNED AND UNPLANNED LEARNING SITUATIONS VIA ITS
CAPABILITY TO SEND AND RECEIVE MULTIMEDIA FILES, WEB OBJECTS, AND LIVE
BROADCASTING. THE INFORMATION AND OBJECTS CREATED AND GATHERED USING
MOBILE TECHNOLOGY ARE IN A DIGITAL FORMAT. THIS APPROACH ALLOWS FOR
CUSTOMISATION AND FLEXIBLE TRANSFERABILITY TO FUTURE INTENDED AUDIENCES,
PLANNED LEARNING AND ASSESSMENT ACTIVITIES, AND WORKPLACE LEARNING
ACTIVITIES PROVIDING AN ENGAGING, LEARNER CREATED PLATFORM FOR THE
MOBILE GENERATION. CHAPTER6 A MOBILE SERVICE PLATFORM FOR TRUSTWORTHY
E-LEARNING SERVICE PROVISIONING 108 ZONGWEI LUO, UNIVERSITY 0/ HONG
KONG, HONG KONG, CHINA TIANLE ZHANG, BEIJING UNIVERSITY 0/ POSTS AND
TELECOMMUNICATIONS, CHINA DISTANT E-IEARNING EMERGES AS ONE OF PROMISING
MEANS FOR PEOPLE TO LEARN ONLINE. ALTHOUGH THERE IS A SUBSTANTIAL
INCREASE IN COMPUTER AND NETWORK PERFORMANCE IN RECENT YEARS, MAINLY AS
A RESULT OF FASTER HARDWARE AND MORE SOPHISTICATED SOFTWARE, THERE ARE
STILL PROBLEMS IN THE FIELDS OF INTEGRATING VARIOUS RESOURCES TOWARDS
ENABLING DISTANT E-IEARNING. FURTHER, WITH THE ADVANCES OF TECHNOLOGIES
IN RFID, SENSORS, GPS, GPRS, IP NETWORKS, AND WIRELESS NETWORKS, MOBILE
LEARNING IS BECOMING A VIABLE MEANS FOR TEACHING AND LEARNING. IN THIS
BOOK CHAPTER, WE DEVELOP A SERVICE PLATFORM FOR MOBILE LEARNING WITH
TRUSTWORTHY SERVICE PROVISIONING BASED ON AN ORGANIC INTEGRATION OF OUR
PRIOR RESEARCH RESULTS IN SERVICE GRID, ON DEMAND E-IEARNING, AND
TRUSTED MOBILE ASSET TRACKING. IN THIS PLATFORM, THE VIRTUAL LEARNING
SERVICES FOR STUDENTS, INSTRUCTORS AND COURSE PROVIDERS ARE PROVIDED
LEVERAGING ON SERVICE GRID RESOURCE MANAGEMENT CAPABILITIES ON GROUP
COLLABORATION, UBIQUITOUS DATA ACCESS, AND COMPUTING POWER. CHAL- LENGES
AND REQUIREMENTS FOR MOBILE LEARNING SERVICE PLATFORM ARE DISCUSSED. AN
RFID BASED E-IEARNING DATA INTEGRATION IS PROPOSED WITH INTEGRATED
SERVICE NETWORKS FOR INTELLIGENT E-IEARNING INFORMATION AC- CESS AND
DELIVERY. SECTION 2 TECHNOLOGICAL ADVANCES IN SUPPORT FOR MOBILE
LEARNING CHAPTER 7 MOBILE WEB 2.0: BRIDGING LEARNING CONTEXTS 123 THOMAS
COCHRANE, UNILEC, NEW ZEALAND BLOGS, WIKIS, PODCASTING, AND A HOST
OFFREE, EASY TO USE WEB 2.0 SOCIAL SOFTWARE PROVIDE OPPORTUNITIES FOR
CREATING SOCIAL CONSTRUCTIVIST LEARNING ENVIRONMENTS FOCUSING UPON
STUDENT-CENTRED LEARNING AND END-USER CONTENT CREATION AND SHARING.
BUILDING ON THIS FOUNDATION, MOBILE WEB 2.0 HAS EMERGED AS A VIABLE
TEACHING AND LEARNING ENVIRONMENT, PARTICULARLY WITH THE ADVENT OF THE
IPHONE (NICKNAMED THE JESUS PHONE ) AND IPOD TOUCH. TODAY S WIFI
ENABLED SMARTPHONES PROVIDE A UBIQUITOUS CONNECTION TO MOBILE WEB 2.0
SOCIAL SOFTWARE AND THE ABILITY TO VIEW, CREATE, EDIT, AND UPLOAD USER
GENERATED WEB 2.0 CONTENT. THIS CHAPTER EXPLORES THE POTENTIAL
OFWIRELESS MOBILE DEVICES AND WEB 2.0 (SOCIAL SOFTWARE) TO CREATE SOCIAL
CONSTRUCTIVIST LEARNING ENVIRONMENTS THAT BRIDGE MULTIPLE LEARNING
CONTEXTS. THE CHAPTER PROVIDES AN OVERVIEW OF CURRENT LITERATURE IN THE
FIELD, AND DISCUSSES THE PEDAGOGICAL DESIGN OF SIX EXAMPLE MOBILE WEB
2.0 TRIALS LINDERTAKEN DURING 2007 AND 2008 AS PART OF RESEARCH INTO THE
POTENTIAL OF MOBILE WEB 2.0 TO ENHANCE TERTIARY EDLLCATION. THE TRIALS
WERE BASED IN THREE DIFFERENT COURSES AND ILILISTRATE THE APPLICATION
AND INTEGRATION OFMOBILE WEB 2.0 TO BRIDGE A RANGE OFLEARNING CONTEXTS.
THE CHAPTER ARGUES THAT WIRELESS MOBILE DEVICES CAN BE LISED TO
INTENTIONALLY CREATE DISRUPTIVE LEARNING ENVIRONMENTS THAT FACILITATE A
SOCIAL CONSTRUCTIVIST APPROACH TO TEACHING AND LEARNING. CHAPTER8 MOBILE
GRIDS: AN ENABLING TECHNOLOGY FOR NEXT GENERATION M-LEARNING
APPLICATIONS 152 VASSILIKI ANDRONIKOU, NATIONAL TECHNICAL UNIVERSILY 0/
ALHENS, GREECE VICTOR VIL/AGRA, UNIVERSIDAD POLITECNICA DE MADRID (UPM),
SPAIN KLEOPATRA KONSTANTELI, NATIONAL TECHNICAL UNIVERSITY 0/ ATHENS,
GREECE ANTONIOS LITKE, NATIONAL TECHNICAL UNIVERSITY 0/ ATHENS, GREECE
ATHANASIA PSYCHOGIOU, NATIONAL TECHNICAL UNIVERSITY 0/ ATHENS, GREECE
THEUDORA VARVARIGOU, NATIONAL TECHNICAL UNIVERSITY O/ATHENS, GREECE THE
GRID BRINGS A NEW ERA TO THE INTERNET, BY INTRODUCING NEW MECHANISMS,
RESOURCES, AND CONCEPTS WHICH ALLOW IT TO ADVANCE FROM A PASSIVE
INFORMATION MEDIUM INTO AN ACTIVE TOOL FOR CREATING, EXPLORING, AND
SHARING KNOWLEDGE. IN THE MEANWHILE, THE REALISATION OFTHIS TREND IS
FURTHER SPURRED BY THE EMERGENCE OF NEXT GENERATION GRIDS (NGG) AND THE
FAR MORE EFFICIENT, COST-EFFECTIVE, AND BROADLY APPLICABLE INFRA-
STRUCTURE THEY INTRODUCE TO COVER A BROADER SPECTRUM OFBUSINESS NEEDS.
TOWARDS THIS DIRECTION AND TAKING INTO ACCOUNT THAT MOBILITY HAS BECOME
A CENTRAL ASPECT IN BUSINESS, EDUCATION, AND ENTERTAINMENT, MOBILE GRID
HAS BEEN RECENTLY DEVELOPED AS A FULL INHERITOR OF GRID COVERING THE
MOBILITY ASPECTS OF APPLICATIONS, SUCH AS M-IEARNING. IN THIS CONTEXT,
THIS BOOK CHAPTER FOCLLSES ON PROVIDING A BUSINESS-TECHNICAL PRESENTA-
TION OFMOBILE GRID, AS AN ENABLING TECHNOLOGY FOR NEXT GENERATION
M-IEAMING APPLICATIONS. WE PRESENT A GENERAL MOBILE GRID ARCHITECTURE
ABLE TO SERVE THE STRICT REQUIREMENTS SUCH AN M-IEARNING APPLICATION
POSES, AND ANALYSE THE MAIN TRENDS AND CHALLENGES IN THE MENTIONED
SECTOR. CHAPTER 9 INTELLIGENT M-LEARNING FRAMEWORKS: INFORMATION AND
COMMUNICATION TECHNOLOGY APPLIED IN A LAPTOP ENVIRONMENT 169 HAZEL OWEN,
UNITEC, NEW ZEALAND AN IMPERATIVE UNDERPINNING THE REDETERMINATION OF
EDUCATION THEORY AND PRACTICE IS MOBILITY. MOBIL- ITY ENCOMPASSES
FREEDOM OF MOVEMENT THROUGH MYRIAD CONTEXTS (PHYSICAL AND CEREBRAI),
CULTURES, AND KNOWLEDGE. DIGITAL NATIVES EMBRACE THIS MOBILITY,
INTERACTING WITH EACH OTHER AND ENGAGING WITH NEW LITERACIES TO
COMMUNICATE, ACCESS RICH CONTEXTS, QUESTION, AND COLLABORATE. THERE ARE,
HOWEVER, FEW STUDIES THAT INVESTIGATE THE EFFICACY OFBLENDED M-IEARNING
AS AN ENHANCEMENT TO LITERACY, ESPECIALLY WITH GULF LEARNERS. THEREFORE,
THIS CHAPTER DESCRIBES THE BACKGROUND AND IMPLEMENTATION OF ICT ENHANCED
LEARNING AND TEACHING (ICTELT) BLENDED M-IEARNING ACADEMIC WRITING
INTERVENTION PILOTED AT DUBAI MEN S COLLEGE (DMC). FINDINGS FROM THE
RESEARCH STUDY ARE REPORTED AND DISCUSSED. CHAPTER 10 INTEGRATING
ONTOLOGY-BASED CONTENT MANAGEMENT INTO A MOBILIZED LEARNING ENVIRONMENT
192 GITBOR KISMIH6K, CORVINUS UNIVERSITY 0/ BUDAPEST, HUNGARY BARNA
KOVITCS, CORVINUS UNIVERSITY 0/ BUDAPEST, HUNGARY REKA VAS, CORVINUS
UNIVERSITY 0/ BUDAPEST, HUNGARY THIS CHAPTER DESCRIBES THE ARCHITECTURE
OF AN ONTOLOGY BASED CONTENT AUTHORING SYSTEM, DEVELOPED ACCORD- ING TO
THE CHALLENGES EMERGING FROM BOLOGNA PROCESS DEPLOYMENT IN HUNGARY.
CONSIDERING THE NEEDS OF HUNGARIAN ACADEMIC SECTOR, MOBILITY OF LEARNERS
HAS ALSO BEEN TREATED AS A KEY REQUIREMENT. THIS SYSTEM HAS SEVERAL
FUNDAMENTAL COMPONENTS: AN EDUCATIONAL ONTOLOGY-WHICH ALSO SERVES AS THE
DOMAIN OF CURRICULA DEVELOPMENT, A CONTENT DEVELOPER, A CONTENT
REPOSITORY, AND AN ADAPTIVE KNOWLEDGE TESTING ENGINE WITH A TEST BANK.
THE SERVICES AND LEARNING OBJECTS ARE DISTRIBUTED TOWARDS THE STUDENTS
THROUGH A MOBILIZED LEARNING MANAGEMENT SYSTEM. CHAPTER 11
CONTEXT-AWARENESS AND DISTRIBUTED EVENTS IN MOBILE LEARNING 211 IVICA
BOTICKI, UNIVERSITY O/ZAGREB, CROATIA VEDRAN MORNAR, UNIVERSITY
O/ZAGREB, CROATIA NATASA HOIC-BOZIC, UNIVERSITY 0/ RIJEKA, CROATIA THIS
CHAPTER PRESENTS A SYSTEM CALLED MILE (MOBILE AND INTERACTIVE LEARNING
ENVIRONMENT) WHICH IS USED TO SUPPORT A BLENDED APPROACH TO LEAMING AND
TEACHING WITH MOBILE DEVICES. THE SYSTEM HAS A MODULAR AND EXTENSIBLE
SYSTEM ARCHITECTURE WHICH AIMS AT SUPPORTING DIFFERENT PLATFORMS AND
DEVICES BOTH FOR STUDENTS AND FOR TEACHERS. TO BETTER ADAPT TO ITS USERS
THE SYSTEM USES SO CALLED CONTEXTUAL WIDGETS-COMPONENTS WH ICH GATHER,
PROCESS, AND STORE CONTEXTUAL DATA. TO DISSEMINATE EDUCATION-RELATED
EVENTS, SPECIFICALLY DESIGNED DISTRIBUTED EVENTS PROTOCOL (DEP) IS USED.
VARIOUS APPLICATIVE MODULES FOR MOBILE CONNECTED DEVICES CAN BE
IMPLEMENTED UPON THE DESCRIBED ARCHITECTURE. THEY ARE, TOGETHER WITH THE
EXPERIENCE GAINED IN THE PROJECT, DESCRIBED TOWARDS THE END OFTHE
CHAPTER. CHAPTER 12 INTELLIGENT CONTEXT FOR PERSONALIZED MOBILE
LEARNING 236 PHILIP MOORE, BIRMINGHAM CITY UNIVERSITY, UK BIN HU.
BIRMINGHAM CITY UNIVERSITY, UK MIKE JACKSON, BIRMINGHAM CITY UNIVERSITY,
UK JIZHENG WAN, BIRMINGHAM CITY UNIVERSILY, UK THERE HAVE BEEN
SIGNIFICANT DEVELOPMENTS IN HIGHER EDUCATION RESULTING IN INTEREST IN
PERSONALISED EDU- CATIONAL PROVISION. CONCOMITANT WITH THESE CHANGES IS
THE EVOLVING CAPABILITY AND UBIQUITY OF MOBILE TECHNOLOGIES. TO
FACILITATE PERSONALISATION AND LEVERAGE THE POWER OF MOBILE TECHNOLOGIES
IN MOBILE LEARNING SYSTEMS IDENTIFICATION OFINDIVIDUALS IS
APREREQUISITE; THIS CAN BE ACHIEVED USING AN INDIVIDUAL S PROFI LE
(TERMED CONTEXT). THIS CHAPTER CONSIDERS THE BACKGROUND TO CONTEXT WITH
RELATED RESEARCH. CONTEXT MODELLING, CONTEXT MATCHING, ONTOLOGY, AND THE
SEMANTIC WEB TECHNOLOGIES ARE INTRODUCED. CONTEXT REASONING AND
INTERENCE IN RULE-BASED SYSTEMS IS CONSIDERED AND A CONTEXT REASONING
ONTOLOGY IS PRE- SEN TED WITH SCENARIO-BASED EVALUATION. THE CHAPTER
CONCLUDES WITH A DISCUSSION, CONSIDERATION OFFUTURE RESEARCH, AND OPEN
RESEARCH QUESTIONS. SECTION 3 ARCHITECTURE APPLICATIONS AND CASE STUDIES
ON MOBILE LEARNING PRACTICES CHAPTER 13 SCHOOLS IN ACTION: PEDAGOGICAL
EVALUATION OFCOLLAGE, A CA SE STUDY ON MOBILE AND LOCATION GAME-BASED
LEARNING 272 MARIO BARAJAS, UNIVERSITY 0/ BARCELONA, SPAIN SOFOKLIS
SO/IRIOLL, ELLINOGERMANIKI AGOGI, GREECE MAR/IN OWEN, MEDRUS LEARNING,
UK MANFRED LOHR, BG/BRG SCHWECHA/, AUS/RIA THIS CHAPTER LOOKS AT THE
IMPLEMENTATION AND EVALUATION OF MOBILE LEARNING SCENARIOS WITH
LOCATION- BASED FEATURES, DONE UNDER THE PROJECT COLLAGE (COLLABORATIVE
LEARNING PLATFORM USING GAME-LIKE ENHANCEMENTS). FIVE SCENARIOS ARE
EXAMINED. EVALUATING DIFFERENT IMPLEMENTATIONS WITHIN THE SAME PROJECT
GIVES AN APPRAISAL OF THE TECHNICAL AND PEDAGOGICAL VALUE OF THE MOBILE
LEARNING SCENARIOS, BUT ALSO INFORMS THE RESEARCH COMMUNITY OF
APPROPRIATE EVALUATION MODELS AND EVALUATION PARAMETERS, WHICH ARE
LACKING IN THE GAME-BASED MOBILE LEARNING WITH LOCATION-BASED
COMPONENTS. THE PROJECT RESPONDS TO QUESTIONS ABOUT DESIGNING MOBILE
LEARNING SCENARIOS THAT ARE PEDAGOGICALLY SOUND AND ATTRACTIVE TO
SECONDARY SCHOOL STUDENTS, AND PRESENTS THE PEDAGOGICAL EVALUATION OFTHE
EFFECTIVENESS OFMOBILE GAME- BASED LEARNING SCENARIOS IN THE COLLAGE
PLATFORM. THE PROJECT MAKES A CASE FOR A CLOSE COLLABORATION WITH
TEACHERS AND STUDENTS IN ELABORATING AND VALIDATING COMPLEX MOBILE
LEARNING SCENARIOS. CHAPTER 14 TECHNICAL EVALUATION OF WIRELESS
COMMUNICATIONS IN A MOBILE LEARNING ARCHITECTURE 297 JAVIER
CARMONA-MURILLO, UNIVERSITY 0/ EXTREMADURA, SPAIN JAIME GALCM-JIMENEZ,
UNIVERSITY 0/ EXTREMADURA, SPAIN JOSE-LUIS GONZALEZ-SCMCHEZ, UNIVERSITY
0/ EXTREMADURA, SPAIN DUE TO THE HIGH GROWTH OF MOBILE NETWORKS AND
PORTABLE DEVICES, LEARNING PROCESS IS EVOLVING FROM DESKTOP COMPUTER TO
MOBILE DEVICES. IN THIS SENSE, TECHNOLOGIES AND SERVICES THAT SUPPORT
THIS CHANGE ARE ALSO EVOLVING. THE APPEARANCE OF PORTABLE DEVICES HAS
MADE USERS TO TAKE PART IN THIS PROCESS FROM ANYWHERE. ON THE OTHER
HAND, ARCHITECTURES USED IN A MOBILE LEARNING ENVIRONMENT ARE DESIGNED
TO OFFER USERS THE ABILITY OF PARTICIPATE IN LEARNING ACTIVITIES FROM
ITS EMBEDDED DEVICES. CAMPUS UBICUO IS A MOBILE ARCHITECTURE OVER WHICH
LEARNING SERVICES CAN BE DEVELOPED. THE SUCCESSFUL OFANY MOBILE LEARN-
ING PLATFORM FUNDAMENTALLY DEPENDS ON THE QUALITY IN LEARNING SERVICES
AND ALSO IN THE GOOD OPERATION OF WIRELESS TECHNOLOGIES. IN THIS
CHAPTER, WE FOCUS ON THIS SECOND ASPECT. WE HAVE EVALUATED THE BEHAVIOUR
OF WIRELESS TECHNOLOGIES IN A MOBILE LEAMING ARCHITECTURE WHEN DIFFERENT
SERVICES ARE OFFERED THROUGH DIVERSE NETWORKS. CHAPTER 15 SUPPORTING
MOBILE ACCESS TO VLE RESOURCES THROUGH MOBIGLAM 315 FATMA MEAWAD, GERMAN
UNIVERSITY IN CAIRO, EGYPT GENEEN STUBBS, UNIVERSITY O/GLAMORGAN, UK
MOBIGLAM IS A GENERIC FRAMEWORK OFINTEROPERABILITY WITH EXISTING
VIRTUALLEARNING ENVIRONMENTS (VLES) THAT PROVIDES A COMPACT AND EASY TO
USE IMPLEMENTATION OF LEAMING ACTIVITY ON JAVA ENABLED MOBILE DEVICES. A
CASE STUDY WAS CONDUCTED AT THE UNIVERSITY OFGLAMORGAN, UK WHERE
MOBIGLAM WAS SEAM- LESSLY INTEGRATED WITH THE UNIVERSITY S VLE TO
SUPPORT THE DELIVERY OF COMPUTER COURSES AT THE FOUNDA- TION LEVEL. SUCH
INTEGRATION SHOWED AN ADDED VALUE TO THE PARTICIPANTS AND IN MANY CASES,
IT IMPROVED THEIR USE OFTHE VLE. THIS CHAPTER REPORTS ON THE DEPLOYMENT,
THE EVALUATION, AND THE RESULTS OFTHIS CASE STUDY. THE RESULTS ARE
ANALYSED FROM TWO VIEWS: THE IMPACT ON THE PARTICIPANTS USE OFTHE VLE
AND THE FRAMEWORK S OVERALL USABILITY. CHAPTER 16 USING TECHNOLOGY TO
SUPPORT QUALITY LEARNING FOR SCHOO] ACTIVITIES INVOLVING FIELD STUDIES
334 K.M STEWART, MACQUARIE UNIVERSITY, AUSTRALIA K. THOMPSON, UNIVERSITY
O/SYDNEY, AUSTRALIA JG. HEDBERG, MACQUARIE UNIVERSITY, AUSTRALIA W: Y.
WONG, UNIVERSITY 0/ SYDNEY, AUSTRALIA THE TERM MOBILE LEARNING PROVIDES
AN IMAGE OFACTIVE LEARNING, OFMOVING OUT INTO THE WORLD BEYOND THE
CONFINES OF THE DESK, BEYOND THE C1ASSROOM, BEYOND THE SCHOOL. THE
AFFORDANCES OF MOBILE, NETWORKED DIGITAL COMPUTERS CAN PROVIDE LEAMERS
WITH SEAMLESS ACCESS TO AND BETWEEN INFORMATION SYSTEMS INCLUD- ING DATA
CAPTURE FACILITIES AND GLOBAL POSITIONING SYSTEMS IN REAL WORLD
SETTINGS. MOBILE LEARNING HAS COME TO REPRESENT A FRUITFUL PARTNERSHIP
BETWEEN INNOVATION IN PEDAGOGY AND INNOVATION IN INFORMATION AND
COMMUNICATION TECHNOLOGIES. THIS CHAPTER EXPLORES THIS NEXUS AS IT
APPEARS IN EMERGING PRACTICES OF A RANGE OF C1ASSROOM TEACHERS WHO ARE
WORKING TO COMBINE THEIR ASPIRATIONS FOR HIGH QUALITY STUDENT LEARNING
WITH THE AFFORDANCES OF MOBILE TECHNOLOGIES. CHAPTER 17 EXPLORING
LEARNER IDENTITIES THROUGH M-LEARNING: LEARNING ACROSS REGIONAL AND
KNOWLEDGE BOUNDARIES 350 RULH WALLACE, CHARLES DARWIN UNIVERSITY,
AUSLRALIA LEARNING IS ABOUT MAKING CONNECTIONS: CONNECTIONS FROM THE
KNOWN TO THE UNKNOWN THROUGH INTERACTIONS AND DIALOGUE; CONNECTIONS
BETWEEN PEOPLE S IDEAS AND IDENTITIES. PARTICIPATION IN LEARNING IS
INFORMED BY AN UNDERSTANDING OFPARTICIPANTS CONNECTIONS TO
UNDERSTANDING OFTHEMSELVES AND THEIR MEMBERSHIP OF DIFFERENT GROUPS. THE
ENGAGEMENT OF DISENFRANCHISED LEARNERS IS SUPPORTED BY THE OPPORTUNITIES
FOR LEARNERS TO PARTICIPATE IN LEARNING EXPERIENCES WHERE THEIR
KNOWLEDGE IS VALUED AND THEY ARE PARTNERS IN CO-PRODUCING KNOWLEDGE AND
MATERIALS. MOBILE TECHNOLOGIES HAVE CONSIDERABLE POTENTIAL TO SUPPORT
DISENFRANCHISED LEARNERS TO PARTICIPATE IN CREATING AND DEFINING ASPACE
WHERE THEY BELONG IN FORMAL EDUCATION SETTINGS. M-IEARNING PROVIDES
OPPORTUNITIES FOR LEARNERS AND EDUCATORS TO BE ACTIVE AGENTS IN
LEARNING, SHARE THEIR OWN WORLDS AND PERSPECTIVES, AND TOGETHER CREATE
AND RECREATE THEIR UNDERSTANDINGS OF THE WORLD AND THEIR OWN PLACE
WITHIN IT. THIS CHAPTER ANALYSES A RANGE OF LEARNING PROGRAMMES THAT
HAVE UTILISED M-IEARNING TO ENGAGE DISENFRANCHISED LEARNERS IN REGIONAL
AREAS ACROSS NORTHERN AUSTRALIA. THE AUTHOR ARGUES THAT M-IEARNING IS
MORE THAN A TOOL TO ENGAGE LEARNERS; IT PROVIDES AN INSIGHT INTO
UNDERSTANDING HOW PEOPLE LEARN AND DEVELOP STRONG IDENTITIES AS
LEARNERS. THE DISCUSSION DEMONSTRATES THE POTENTIAL OF M-IEARNING TO
ENGAGE WITH WAYS OF KNOWING AND REPRESENTING KNOWLEDGE IN WAYS THAT
BUILD STRONG CONNECTIONS TO BROAD AND DIVERSE LEARNING AND KNOWLEDGE
SOCIETIES. COMPILATION OF REFERENCES 366 ABOUT THE CONTRIBUTORS 396
INDEX 406
|
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| spelling | Architectures for distributed and complex M-learning systems applying intelligent technologies [ed. by] Santi Caballe... Hershey [u.a.] Information Science Reference 2010 XXIV, 410 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Premier reference source "This book explores state-of-the-art software architectures and platforms used to support distributed and mobile e-learning systems"--Provided by publisher. Includes bibliographical references and index Educational technology Instructional systems Design Computer-assisted instruction Computerunterstützter Unterricht (DE-588)4070087-2 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Computerunterstützter Unterricht (DE-588)4070087-2 s DE-604 Caballé, Santi Sonstige (DE-588)139874003 oth Erscheint auch als Online-Ausgabe 978-1-60566-883-3 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018881043&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Architectures for distributed and complex M-learning systems applying intelligent technologies Educational technology Instructional systems Design Computer-assisted instruction Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
| subject_GND | (DE-588)4070087-2 (DE-588)4143413-4 |
| title | Architectures for distributed and complex M-learning systems applying intelligent technologies |
| title_auth | Architectures for distributed and complex M-learning systems applying intelligent technologies |
| title_exact_search | Architectures for distributed and complex M-learning systems applying intelligent technologies |
| title_full | Architectures for distributed and complex M-learning systems applying intelligent technologies [ed. by] Santi Caballe... |
| title_fullStr | Architectures for distributed and complex M-learning systems applying intelligent technologies [ed. by] Santi Caballe... |
| title_full_unstemmed | Architectures for distributed and complex M-learning systems applying intelligent technologies [ed. by] Santi Caballe... |
| title_short | Architectures for distributed and complex M-learning systems |
| title_sort | architectures for distributed and complex m learning systems applying intelligent technologies |
| title_sub | applying intelligent technologies |
| topic | Educational technology Instructional systems Design Computer-assisted instruction Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
| topic_facet | Educational technology Instructional systems Design Computer-assisted instruction Computerunterstützter Unterricht Aufsatzsammlung |
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