Adult Mobile Learning AERA 2013 Paper PresentationRob Scordino
This is a presentation given at the 2013 AERA Meeting in San Francisco summarizing a chapter that was recently published. The chapter details a comprehensive literature review of research articles published on mobile learning with adults.
Citation for full chapter:
Liu, M., Geurtz, R, Karam, A., Navarrete, C. and Scordino, R. (2013), Research on Mobile Learning in Adult Education. In W. Kinuthia & S. Marshall (Eds.) On the Move: Mobile Learning for Development. Charlotte, NC: Information Age Publishing.
How Do Students Use Their Mobile Devices to Support Learning? A Case Study fr...Helen Farley
Though universities are eager to leverage the potential of mobile learning to provide learning flexibly, most balk at the cost of providing students with mobile hardware. The practice of ‘bring your own device’ (BYOD) is often mooted as a cost-effective alternative. This paper provides a snapshot of student ownership of mobile devices at a regional Australian university. Our research shows that students do have access to and use a wide range of devices. However, the delivery of learning is challenged when students try to access materials and activities using these devices. Course materials are rarely optimised for use on smartphones, navigating websites and learning management systems becomes a scrolling nightmare, and interacting with other students is often impractical using prescribed systems. Most concerning is that none of the students surveyed were participating in educator-led mobile learning initiatives. The paper concludes with the proposal of some practical, low-cost tactics that educators could potentially employ to begin engaging with mobile learning, leveraging what students already do.
Adult Mobile Learning AERA 2013 Paper PresentationRob Scordino
This is a presentation given at the 2013 AERA Meeting in San Francisco summarizing a chapter that was recently published. The chapter details a comprehensive literature review of research articles published on mobile learning with adults.
Citation for full chapter:
Liu, M., Geurtz, R, Karam, A., Navarrete, C. and Scordino, R. (2013), Research on Mobile Learning in Adult Education. In W. Kinuthia & S. Marshall (Eds.) On the Move: Mobile Learning for Development. Charlotte, NC: Information Age Publishing.
How Do Students Use Their Mobile Devices to Support Learning? A Case Study fr...Helen Farley
Though universities are eager to leverage the potential of mobile learning to provide learning flexibly, most balk at the cost of providing students with mobile hardware. The practice of ‘bring your own device’ (BYOD) is often mooted as a cost-effective alternative. This paper provides a snapshot of student ownership of mobile devices at a regional Australian university. Our research shows that students do have access to and use a wide range of devices. However, the delivery of learning is challenged when students try to access materials and activities using these devices. Course materials are rarely optimised for use on smartphones, navigating websites and learning management systems becomes a scrolling nightmare, and interacting with other students is often impractical using prescribed systems. Most concerning is that none of the students surveyed were participating in educator-led mobile learning initiatives. The paper concludes with the proposal of some practical, low-cost tactics that educators could potentially employ to begin engaging with mobile learning, leveraging what students already do.
Mobile learning anytime, anywhere: What are our students doing?Helen Farley
Recent developments in mobile technologies have provided unique opportunities for learning and teaching. This paper reports on recent research undertaken at a regional Australian university in order to understand how higher education students are using mobile devices to support their learning. A survey instrument was developed and deployed and the data collected analysed quantitatively. Upon analysis, these data demonstrate that students are predominantly using laptop computers to support their learning, but their use of smart phones and tablets are also used for a number of specific learning activities. Further analysis indicates that in spite of the limitations in the formal university infrastructure, many students would like to use their mobile devices for formal
learning as well as informal learning.
This presentation is about UTAUT and UTAUT 2. In this slide also discuss briefly about UTAUT and changes made in UTAUT 2. It also discuss about how it can be applied in the classroom and the strength and weakness of using it.
Using socrative and smartphones for the support of collaborative learningIJITE
The integration of new technologies in the classrooms opens new possibilities for the teaching and learning
process. Technologies such as student response system (e.g. Clicker) are getting popularity among teachers
due to its effects on student learning performance. In this study, our primary objective is to investigate the
effect of Socrative with combination of smartphones on student learning performance. We also observed
the benefits of interactivity between the teacher and the students and among classmates, which positively
influences collaborative learning and engagement of students in the class. We test these relationships
experimentally in a community college class environment using data from a survey answered by students in
information technology associate degree. The results of our study reveal that collaborative learning and
engagement of student in the class improves student learning performance. We highly recommend these
tools in educational settings to support the learning process.
Demetrios G. Sampson and Panagiotis Zervas,
Context-Aware Adaptive and Personalized Mobile Learning
Tutorial Slides
@ International Summer School on Educational Technology 2013, Beijing Normal University, Beijing, China, 19-23 July
@ The 4th IEEE International Conference on Technology for Education (T4E 2012), Hyderabad, India, 18-20 July 2012
Mobile learning anytime, anywhere: What are our students doing?Helen Farley
Recent developments in mobile technologies have provided unique opportunities for learning and teaching. This paper reports on recent research undertaken at a regional Australian university in order to understand how higher education students are using mobile devices to support their learning. A survey instrument was developed and deployed and the data collected analysed quantitatively. Upon analysis, these data demonstrate that students are predominantly using laptop computers to support their learning, but their use of smart phones and tablets are also used for a number of specific learning activities. Further analysis indicates that in spite of the limitations in the formal university infrastructure, many students would like to use their mobile devices for formal
learning as well as informal learning.
This presentation is about UTAUT and UTAUT 2. In this slide also discuss briefly about UTAUT and changes made in UTAUT 2. It also discuss about how it can be applied in the classroom and the strength and weakness of using it.
Using socrative and smartphones for the support of collaborative learningIJITE
The integration of new technologies in the classrooms opens new possibilities for the teaching and learning
process. Technologies such as student response system (e.g. Clicker) are getting popularity among teachers
due to its effects on student learning performance. In this study, our primary objective is to investigate the
effect of Socrative with combination of smartphones on student learning performance. We also observed
the benefits of interactivity between the teacher and the students and among classmates, which positively
influences collaborative learning and engagement of students in the class. We test these relationships
experimentally in a community college class environment using data from a survey answered by students in
information technology associate degree. The results of our study reveal that collaborative learning and
engagement of student in the class improves student learning performance. We highly recommend these
tools in educational settings to support the learning process.
Demetrios G. Sampson and Panagiotis Zervas,
Context-Aware Adaptive and Personalized Mobile Learning
Tutorial Slides
@ International Summer School on Educational Technology 2013, Beijing Normal University, Beijing, China, 19-23 July
@ The 4th IEEE International Conference on Technology for Education (T4E 2012), Hyderabad, India, 18-20 July 2012
Learning, design and technology developmental evaluation and the experience api Charles Darwin University
Learning, design and technology developmental evaluation and the experience api. Invited presentation to Global Mindset 12th thought leading conference on Assessment and Learning on 29 Oct 2014.The conference is all about students and teachers and how they can improve learning through better understanding of:
- current state of assessment and learning
- future of assessment and learning
The keynote is by Eric Mazur, Professor Physics Harvard, recipient of Minerva Prize.
Evaluation of mobile teaching and learning projects, introductionHelen Farley
In the decade and a half since the beginning of the new millennium, mobile computing technologies have evolved rapidly, enabling increasingly sophisticated methods of communication and interaction. As a result of the incremental improvements in design, tendency towards reduced size, increased functionality, improvements in data storage capability, and the reliability and ubiquity of the networks that support them, mobile technologies are increasingly perceived as essential to the conduct of people’s everyday lives (Evans-Cowley, 2010).
José Carlos Sánchez Prieto, Susana Olmos Migueláñez and Francisco J. García-Peñalvo.
Research Group in InterAction and eLearning (GRIAL)
IUCE
University of Salamanca
1. Current Trends and Emphasis
of Mobile Learning and Technologies
(A Review Study)
By
Murtala Lawan (1122300037)
Knowledge Management Center
(e-Learning Technologies)
Multimedia University Malaysia
+601116684219
@MurtalaLawal
28AAA773
2. Presentation Architecture
• Introduction
• Background of the Study
• What is Wrong?
• What I want ask?
• Why the Study ?
• Where ?
• Who said What ?
• How ?
• References
• Qs and As
3. INTRODUCTION
Mobile and portable
devices are changing
the way we
communicate, do
business, teach and
learn. They have
occupied and changed
almost all aspects of our
lives.
4. BACKGROUND OF THE STUDY
“Rapid developments in
ICT and evolving learner
behaviors require learning
institutions to continuously
reevaluate their
approaches to
pedagogy, both in the
physical and virtual
classroom spaces.”
Rachel, Stephen, Judith and Axel 2006
5. WHAT IS WRONG? = THE
PROBLEM
Digital Native (Students)
VS
Traditional Setting
6. WHAT I WANT ASK? = RESEARCH QUESTION
• What are the current
trends of Mobile
Learning and their
Technologies?
• Why are they related
to Learning?
• What are the new
Technologies that
Professionals
recommend for
Learning Settings?
7. WHY THE STUDY ?= MOTIVATION FOR THE
STUDY
“The use of
wireless, mobile, portable,
and handheld devices are
gradually increasing and
diversifying across every
sector of education, and
across both the developed
and developing worlds”
Ally 2009
8. WHERE? = SCOPE OF THE STUDY
This study will primarily
consider ;
• Technical reports by
some research
agencies
• Latest conference
proceedings
• Some academic
journal publications
On the latest trending mobile
learning technologies in recent years
preferably from 2008 to 2013
9. WHO SAID WHAT?
(REVIEW OF RELATED LITRATURE)
• Mobile technologies offer learning experiences which can effectively engage and
educate contemporary learners and which are often markedly different from those
afforded by conventional desktop computers.
Laura, Peter, Giasemi and Mike 2005
• The personal nature of these technologies means that they are well suited to
engaging learners in individualized learning experiences, and to giving them
increased ownership (and hence responsibility) over their own work
Laura et al 2005
• The worldwide mobile phone sales to end users totaled 435 million units in the
second quarter of 2013, an increase of 3.6 percent from the same period last
year, also the worldwide smartphone sales to end users reached 225 million units, up
46.5 percent from the second quarter of 2012.
Gartner Inc, 2013
10. WHO SAID WHAT?
(REVIEW OF RELATED LITRATURE)
• The ubiquity of mobile devices has enabled the widespread integration of these
devices into every aspect of our lives and all sorts of human activities.
Paul, Adrian, Mihai and Wietske (2012)
• Mobile devices provide a unique opportunity to have learners embedded in a realistic
context at the same time as having access to supporting tools. Each learner carries a
networked device which allows them to become part of the dynamic system they are
learning about.
Yuen, S.C.Y., and Wang, S.Y. (2004)
• Mobile devices allow students to record their own reflections on activities or
events, and share with other students via podcasting.
Chan, A. and Lee, M.J.W. (2005)
11. HOW ?
METHODS AND DATA ANALYSIS TECHNIQUE
Formulating a clear Question
Identifying relevant works
Assessing the quality of works
Summarizing the works
Interpreting the findings
12. REFERENCES
• Ally, M. (Ed.). (2009). Mobile learning: Transforming the delivery of education and training.
Athabasca University Press.
• Cisco Systems Inc. BYOD in Education 2012. Retrieved from www.cisco.com/go/psbyod.
• Cobcroft, R. S., Towers, S. J., Smith, J. E., & Bruns, A. (2006). Mobile learning in review: Opportunities and
challenges for learners, teachers, and institutions.
• Jason Haag (2013 November 25). Using Augmented Reality for Contextual Mobile Learning. Learning Solution
Magazine
• Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., and Ludgate, H. (2013). NMC Horizon Report:
2013 Higher Education Edition. Austin, Texas: The New Media Consortium
• Laouris, Y., & Eteokleous, N. (2005, October). We need an educationally relevant definition of mobile learning.
In Proceedings of mLearn (Vol. 2005).
• Naismith, L., Sharples, M., Vavoula, G., & Lonsdale, P. (2004). Literature review in mobile technologies and
learning.
• Sharples, M., Taylor, J., & Vavoula, G. (2005). Towards a theory of mobile learning. Proceedings of mLearn
2005, 1(1), 1-9.
• Traxler, J. (2005, June). Defining mobile learning. In Proceedings, IADIS international conference on mobile
learning, Malta.
