Hasnain ph d_gap analysis_pre


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  • dynamics of the learners changed
  • Hasnain ph d_gap analysis_pre

    1. 1. <ul><li>By Hasnain Zafar </li></ul><ul><li>Under the supervision of </li></ul><ul><li>Assoc. Prof. Dr Azizah Abdul Rahman </li></ul><ul><li>Dr. Noorminshah Ahad </li></ul>
    2. 2. <ul><li>What Drives Mobile Learning? An Empirical Evaluation of Mobile Technology Acceptance and Usability. </li></ul><ul><li>Development of evaluation framework for(Adoption/ Usability ) Mobile learning in developing countries. </li></ul>
    3. 3. <ul><li>Mobile learning can be described as the delivery of learning through mobile devices (Ally, 2005). </li></ul><ul><li>“ Any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies.” (O'Malley, Vavoula et al. 2003) </li></ul>
    4. 4. <ul><li>“ Mobile learning is learning of mobile actors. In contrast to other mobile activities (e.g., for pleasure or work), mobile learning activities are embedded in a didactic framework. Computer science research is interested in those mobile learning approaches that are supported with mobile technologies.” (Göth, Frohberg et al. 2007) </li></ul><ul><li>  Formal/Informal, Nomadic, Pervasive, Life long learning, E-learning, open and distance learning environments. </li></ul>
    5. 5. <ul><li>M-learning must be transformed –from signifying mobility to motivation. Moving ideas between media platforms is not helpful if a student does not have the context, framework or incentive to study --------Tara Brabazon </li></ul><ul><li>  Collaboration in Context as a Framework for Designing Innovative Mobile Learning Activities ---------Daniel Spikol, Arianit Kurti and Marcelo Milrad. </li></ul>
    6. 6. <ul><li>Move from isolated activity  Rich, Collaborative ,conversational </li></ul><ul><li>Learning from daily activities </li></ul><ul><li>Most of ML involve Mobile phone (Communication device). Surprisingly Communication and collaboration plays very less role in current ML project. </li></ul><ul><li>technological and pedagogical space/Gap </li></ul><ul><ul><li>Same technology =different education approaches </li></ul></ul><ul><ul><li>same education approaches  diff. technology </li></ul></ul>
    7. 7. <ul><li>MLEARN 2002 in Birmingham, </li></ul><ul><ul><li>MLEARN 2003 in London (with more than two hundred delegates from thirteen countries), </li></ul></ul><ul><ul><li>MLEARN 2004 in Rome in July 2004, </li></ul></ul><ul><ul><li>MLEARN 2005 in Cape Town in October 2005, </li></ul></ul><ul><ul><li>MLEARN 2006 in Banff, Alberta in November 2006, </li></ul></ul><ul><ul><li>and MLEARN 2007 in Melbourne, Australia. </li></ul></ul><ul><li>International Workshop on Mobile & Wireless Technologies in Education (WMTE 2002 Sweden), IEEE. Taiwan 2004, Japan 2005, Athens 2006.(http://lttf.ieee.org/wmte2002/). </li></ul>
    8. 8. <ul><li>Digital natives, </li></ul><ul><li>a tribe of multi-tasking, </li></ul><ul><li>technologically-mediated communicators, </li></ul><ul><li>collaborators, </li></ul><ul><li>and content-creators. </li></ul><ul><li>mobile medium's ubiquitous access ( Squire, 2009) </li></ul><ul><li>Learners can no longer be taught. </li></ul><ul><li>“ mobile society” Mike Sharples </li></ul>
    9. 10. <ul><li>Mobile devices can support coordination, coaching and collaboration </li></ul><ul><li>As the focus of research shifts from the mobility of the technology to the mobility of the learner, additional issues arise as learners move across multiple devices, possibly over short time periods in multiple locations. </li></ul><ul><li>Blended learning methodology will be more effective. </li></ul>
    10. 11. <ul><li>LR shows that most of the ML projects are under Independent, (formalized) and physical context very few projects are under socializing context. </li></ul><ul><li>Comparing the numbers in the different contexts in a research context, we conclude that research effort is almost evenly spread across the independent context, formalized context and the physical context. While about one third of the researchers try to enhance the reach of </li></ul>
    11. 13. <ul><li>A: Malaysian Communications and Multimedia Commission (2008). Hand phone users survey 2007. Retrieved August 25, 2009, from http://www.skmm.gov.my </li></ul><ul><li>Ally, M., (2005). Use of Mobile Devices in Distance Education. Paper presented at Mlearn 2005, October 25-28, Cape Town, South Africa.  </li></ul><ul><li>Ally, M., (2007). Guest Editorial - Mobile Learning. International Review of Research in Open and Distance Learning, 2(8). </li></ul>
    12. 14. <ul><li>Squire, K. (2009). Mobile media learning: multiplicities of place. On the Horizon, 17(1), 70-80.doi:10.1108/10748120910936162 </li></ul><ul><li>Venkatesh, V., Morris, M.G., Davis, F.D., and Davis, G.B. “User Acceptance of Information Technology: Toward a Unified View,” MIS Quarterly , 27, 2003, 425-478. </li></ul><ul><li>Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly , 13(3), 319-340. </li></ul>