Kadri̇ye GÖZEY "Zirve University ELT DepartmenT"
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Mobile learning is more than just learning delivered on handheld devices. It is learning that is context aware, informal, and authentic for the learner. The document discusses several mobile learning projects including the Gidder project, MyArtSpace project, and Ambient Wood project. The MyArtSpace project involved using multimedia phones to gather information in museums and provide resources for classroom reflection and construction. The document also discusses how mobile technology can improve education by making it more engaging and personalized through the use of students' own mobile devices. New possibilities emerge when location-based mobile learning allows students to receive location-specific information on their devices.
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M learning
M-learning or mobile learning is defined as learning across multiple contexts through social and content interactions using personal electronic devices. It allows learning to occur virtually anywhere as long as a mobile signal is available. Some key advantages of m-learning include interactive learning, on-demand access to information, continuity of learning inside and outside the classroom, and the ability to learn at one's own pace. However, there are also limitations such as potential connectivity issues, small screen sizes that can strain the eyes, the need to own an appropriate mobile device, and possible distractions from calls, messages or updates.
Esra Demirbaş "Zirve ELT department"
Mobile learning involves using mobile technologies to enable learning anywhere. Examples of mobile learning projects include the MANOLO project in 2006 and the Ambient Wood project in 2004. The Ambient Wood project augmented a physical environment with digital elements to support children's playful learning and reflection. Mobile technologies can sustain student engagement and collaboration when used for instructional purposes in education. Many students and administrators believe that tablets are an essential part of schooling. Mobile learning supports teachers by offering flexible learning locations and encouraging learning outside the classroom with technologies like tablets and phones. The mobile technology is just one part of interactions that cross boundaries and involve both mobile and fixed devices, with the focus on weaving mobile interactions into pedagogical experiences.
Characteristics of mobile learning
Mobile learning has several key characteristics:
1. It is portable as learning resources can be accessed anytime, anywhere through mobile devices.
2. It utilizes wireless networking which avoids problems with internet connectivity and allows for flexible learning.
3. It is interactive as learners can interact with instructors, course materials, and each other through mobile applications and tools like texting, mobile internet, and voice calls.
4. Learners can access a variety of materials from anywhere at any time which provides multiple opportunities for comprehension and retention.
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This document outlines the research methodology for a study on using ICT (information and communications technology) to teach embroidery to dyslexic students. The study aims to identify how ICT can help dyslexic students and teachers. It presents research objectives, questions, and operational definitions. It also discusses the literature review topics, quantitative research approach using observation and expert interviews, and purposive and snowball sampling methods. The overall goal is to develop ICT tools to help dyslexic students learn embroidery.
Mobile technology, free apps, digital inclusion and citizenship
This document discusses mobile learning and several international mobile learning projects. It begins by outlining ways mobile technology can be both beneficial and harmful in everyday life and schools. It then summarizes several major mobile learning projects from the UK, US, Sweden, South Africa, and India that aimed to improve access to education through mobile phones. These projects used phones to support math learning, science education, and English language acquisition. The document concludes by arguing mobile learning can improve ubiquitous and personalized learning, access to information, and 21st century skills, while calling for more rigorous research on the topic.
Introduction to ICT and its application to Instructional Materials Development
Introduction to ICT and its application to Instructional Materials DevelopmentAdesina Esther Tolulope
i. Information and communication technology (ICT) refers to any electronic tools or resources used to communicate, create, disseminate, store, and manage information. ICT includes hardware, software, data, procedures, people, and various services like video conferencing.
ii. ICT has been used in education since the 1980s and can improve teaching and learning efficiency through tools like projectors, computers, mobile phones, and software. ICT engages multiple senses and provides fast access to large amounts of information through search engines.
iii. Using ICT in instructional material development can make learning more interesting and improve student attendance. Teachers are advised to use ICT like visual aids to stimulate students' attention andOnline assignment- Multimedia as a Technology Enhanced Communication Devices ...
Online assignment- Multimedia as a Technology Enhanced Communication Devices in Teaching Life Science -BIPIN S
Disadvantages of mobile learning
Mobile learning has several disadvantages:
1. It can be costly due to needing to purchase a mobile device and pay monthly data charges, especially for downloading large files.
2. Mobile devices have small screens that can cause eye strain with prolonged use and limited storage capabilities. They also have short battery lives, requiring frequent recharging.
3. The small buttons and screens can make the devices difficult to use, especially for tasks like printing documents that typically require a larger screen or connection to other devices. Standardization and development of content for different platforms is also challenging.
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M learning
M-learning or mobile learning is defined as learning across multiple contexts through social and content interactions using personal electronic devices. It allows learning to occur virtually anywhere as long as a mobile signal is available. Some key advantages of m-learning include interactive learning, on-demand access to information, continuity of learning inside and outside the classroom, and the ability to learn at one's own pace. However, there are also limitations such as potential connectivity issues, small screen sizes that can strain the eyes, the need to own an appropriate mobile device, and possible distractions from calls, messages or updates.
Esra Demirbaş "Zirve ELT department"
Mobile learning involves using mobile technologies to enable learning anywhere. Examples of mobile learning projects include the MANOLO project in 2006 and the Ambient Wood project in 2004. The Ambient Wood project augmented a physical environment with digital elements to support children's playful learning and reflection. Mobile technologies can sustain student engagement and collaboration when used for instructional purposes in education. Many students and administrators believe that tablets are an essential part of schooling. Mobile learning supports teachers by offering flexible learning locations and encouraging learning outside the classroom with technologies like tablets and phones. The mobile technology is just one part of interactions that cross boundaries and involve both mobile and fixed devices, with the focus on weaving mobile interactions into pedagogical experiences.
Characteristics of mobile learning
Mobile learning has several key characteristics:
1. It is portable as learning resources can be accessed anytime, anywhere through mobile devices.
2. It utilizes wireless networking which avoids problems with internet connectivity and allows for flexible learning.
3. It is interactive as learners can interact with instructors, course materials, and each other through mobile applications and tools like texting, mobile internet, and voice calls.
4. Learners can access a variety of materials from anywhere at any time which provides multiple opportunities for comprehension and retention.
Presention dr johan
This document outlines the research methodology for a study on using ICT (information and communications technology) to teach embroidery to dyslexic students. The study aims to identify how ICT can help dyslexic students and teachers. It presents research objectives, questions, and operational definitions. It also discusses the literature review topics, quantitative research approach using observation and expert interviews, and purposive and snowball sampling methods. The overall goal is to develop ICT tools to help dyslexic students learn embroidery.
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This document discusses mobile learning and several international mobile learning projects. It begins by outlining ways mobile technology can be both beneficial and harmful in everyday life and schools. It then summarizes several major mobile learning projects from the UK, US, Sweden, South Africa, and India that aimed to improve access to education through mobile phones. These projects used phones to support math learning, science education, and English language acquisition. The document concludes by arguing mobile learning can improve ubiquitous and personalized learning, access to information, and 21st century skills, while calling for more rigorous research on the topic.
Introduction to ICT and its application to Instructional Materials Development
Introduction to ICT and its application to Instructional Materials DevelopmentAdesina Esther Tolulope
i. Information and communication technology (ICT) refers to any electronic tools or resources used to communicate, create, disseminate, store, and manage information. ICT includes hardware, software, data, procedures, people, and various services like video conferencing.
ii. ICT has been used in education since the 1980s and can improve teaching and learning efficiency through tools like projectors, computers, mobile phones, and software. ICT engages multiple senses and provides fast access to large amounts of information through search engines.
iii. Using ICT in instructional material development can make learning more interesting and improve student attendance. Teachers are advised to use ICT like visual aids to stimulate students' attention andOnline assignment- Multimedia as a Technology Enhanced Communication Devices ...
Online assignment- Multimedia as a Technology Enhanced Communication Devices in Teaching Life Science -BIPIN S
Disadvantages of mobile learning
Mobile learning has several disadvantages:
1. It can be costly due to needing to purchase a mobile device and pay monthly data charges, especially for downloading large files.
2. Mobile devices have small screens that can cause eye strain with prolonged use and limited storage capabilities. They also have short battery lives, requiring frequent recharging.
3. The small buttons and screens can make the devices difficult to use, especially for tasks like printing documents that typically require a larger screen or connection to other devices. Standardization and development of content for different platforms is also challenging.
ICT-based distance learning
ICT is defined as computer-based tools used by organizations to process information and communication. ICT literacy involves the ability to identify, search, and present information to build knowledge and critical thinking. While ICT has revolutionized education, this impact is not widespread and needs strengthening to reach more people. Distance learning uses technologies like computers and phones to provide instruction to students separated by location. ICT faces challenges for distance learning in Nigeria like a shortage of equipment, high costs, and need to integrate new ICT skills into academic programs.
Mobile Learning Definitions
This document discusses mobile learning and mobile technology. It defines mobile learning as any learning activity that uses portable digital devices and allows learning to take place both inside and outside the classroom. The document lists some advantages of mobile learning such as it being personal, authentic, and context-aware. It also lists some challenges such as issues around security, distractions, and device cleanliness. The document discusses affordances of mobile devices for learning and examples like portability and connectivity. It provides statistics on children's access to mobile technology and increasing use of mobile devices in the workplace.
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This document discusses M-learning, which is defined as learning that is accessed via mobile devices to support just-in-time, on-demand learning. It involves consuming, interacting with, or creating information on portable digital devices. The document outlines that M-learning is different than e-learning in that it focuses on short, bite-sized content that can be accessed anywhere and is less structured. While M-learning uses mobile technologies like smartphones and tablets, the focus should be on the learner's needs and experience rather than the technology itself. Effective M-learning provides interactive, portable learning in short chunks that is platform independent and meets the learner's specific needs at the moment they access it.
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Johnson.presentation.ppt
1. Mobile devices such as iPads and iPods are increasingly being used in educational settings as web browsers, e-readers, note-taking devices, and for other applications.
2. Schools and universities are implementing programs where students use iPads to conduct research, present projects, and access library resources from anywhere on or off campus.
3. Evaluations of these programs show improved wireless networks on campus and positive impacts on student learning from having mobile devices available for educational uses.
Developments In Mobile Learning
Mobile learning involves using mobile devices like phones for educational purposes. Technologies used include phones, GPS, cameras, and apps. While devices are universal, mobile learning faces challenges like small screens, recharging issues, and lack of technical support. It can support six types of learning like behavioral, constructive, collaborative, and informal learning. Examples of mobile learning include administering quizzes, providing academic support through messaging, and collecting student data. However, sustainability is difficult without proper funding, partnerships, guidelines, evaluation, and consideration in course design. One project failed due to slow uploading, lack of preparation, policies, funds, and student access to electricity. Proper planning is needed for mobile learning initiatives to succeed.
Mobile learning
This document presents a project on mobile learning. It discusses the objectives of teaching students about mobile learning, its advantages, and challenges. It defines mobile learning as obtaining educational content on devices like phones and tablets. It provides examples of mobile learning devices and apps that can be used, such as smartphones, e-book readers, tablets, Evernote, Twitter, and chemistry apps. It discusses the concepts of mobile learning including the mobility of technology, learning, and learners. It outlines advantages like flexibility and collaboration, and challenges like cultural attitudes, learning theories, and device limitations.
Why is mobile learning important in education?
Why is mobile learning important in education?GILT (Games, Interaction and Learning Technologies) IS Engenharia do Porto
Mobile learning is becoming increasingly important in education. Some key points are:
1) Mobile devices are ubiquitous, with over 6 billion people having access to a connected mobile device. For many, a smartphone may become their primary computing device.
2) Studies show that mobile learning enhances learner engagement and interaction, and allows learning to take place anywhere and anytime in a convenient and flexible way.
3) When implemented effectively through tools like apps, mobile learning can improve learning outcomes for students and empower self-directed learning. However, ensuring appropriate teacher training and addressing distractions are challenges to address.Mobile Learning for All
This document provides an overview of an mLearning workshop at eLearning Africa 2009. The workshop aims to stimulate interest in mLearning and allow participants to test some mLearning applications. It will argue that mobile phones can complement computers for learning in developing areas. The agenda includes presentations on mLearning projects from Bangladesh, Tanzania and elsewhere. Why mLearning is beneficial in developing areas will also be discussed, such as flexibility, accessibility and affordability compared to eLearning via computers. Hands-on time with mobile phones for learning is included.
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This document discusses the potential for mobile learning or "m-learning" in education. It notes that with over 5 billion cellular phone subscribers globally, mobile technologies could be leveraged to support learning anywhere and anytime. The document reviews definitions of mobile learning, how it builds upon existing distance and online education models. Benefits identified include increased interactivity, motivation, and accommodation of different learning styles. Challenges include potential distraction and academic integrity issues. The document advocates for policies and teacher training to help schools embrace mobile learning.
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Mobile learning (last)
Mobile learning involves using mobile technologies and wireless networks to facilitate learning across different locations. It allows students to interact with instructors and classmates, access information portably, and collaborate on projects together remotely. Some key benefits of mobile learning include increasing student engagement, motivation, and providing more flexibility and autonomy. However, mobile learning also faces limitations such as small screen sizes, limited storage, high costs, and difficulties assessing learning that occurs over mobile phones.
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Mlearning
The document discusses mobile learning (m-learning) as learning that occurs through mobile technologies. It defines m-learning and outlines its objectives such as being available anywhere and anytime. It also describes features such as knowledge building in different contexts. The document discusses advantages like low cost and challenges including connectivity, screen size, and assessing learning outside the classroom. It provides examples of how m-learning can be delivered and supported, concerns researchers have raised, and case studies of m-learning programs.
Mlearning
This document reviews mobile learning (m-learning) as a distance education technology. It defines m-learning as learning that occurs using mobile technologies when the learner is not in a fixed location. The document outlines several objectives and features of using mobile technologies for learning, including accessibility anywhere and anytime, multimedia capabilities, improved communication and motivation for learners. It also discusses advantages such as low cost and continuous learning support, as well challenges like limited screen sizes, connectivity issues, and assessing learning outside the classroom. Examples are provided of m-learning projects at Carnegie Mellon University and in Korean higher education institutions.
EDUCATION -- INFORMATION TECHNOLOGY INCOMPATIBILITY
Information Technology has been introduced for making Revolutions in Education. Without making any Revolution, IT just substitutes the old black board, library notes, mechanical type writers and calculators. It is because, Data or Information is not a substitute for Knowledge. Learning, Teaching and Research are Knowledge-Intensive and not Data-Intensive. Information Technology must be redesigned to deal with Knowledge for which Mathew's Theories of Knowledge and Knowmatics can effectively be employed. They are the basis of Knowledge Industries - mass or industrial production, marketing and consumption of Knowledge.
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This document discusses mobile learning, including definitions, objectives, features, advantages, challenges, and examples of mobile learning. It provides definitions of mobile learning as acquiring knowledge through mobile technologies anywhere and anytime. The objectives of mobile learning in distance education include adapting to individual needs, improved communication, easier access, and being available anywhere. Examples discussed include a Carnegie Mellon University project using mobile games to teach English in India and the use of mobile learning in Korean higher education.
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ICT is defined as computer-based tools used by organizations to process information and communication. ICT literacy involves the ability to identify, search, and present information to build knowledge and critical thinking. While ICT has revolutionized education, this impact is not widespread and needs strengthening to reach more people. Distance learning uses technologies like computers and phones to provide instruction to students separated by location. ICT faces challenges for distance learning in Nigeria like a shortage of equipment, high costs, and need to integrate new ICT skills into academic programs.
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This document discusses mobile learning and mobile technology. It defines mobile learning as any learning activity that uses portable digital devices and allows learning to take place both inside and outside the classroom. The document lists some advantages of mobile learning such as it being personal, authentic, and context-aware. It also lists some challenges such as issues around security, distractions, and device cleanliness. The document discusses affordances of mobile devices for learning and examples like portability and connectivity. It provides statistics on children's access to mobile technology and increasing use of mobile devices in the workplace.
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Digital natives are today's students who have grown up surrounded by technology like computers, mobile phones, and video games. While these students are immersed in technology outside of school, in class they are often distracted by their devices and multitasking between activities like Googling, texting, and gaming during lessons. Simply assuming that digital natives have strong technology skills and will be interested in e-learning does not account for individual differences in learning styles and access to technology. A one-size-fits-all approach to implementing e-learning will not work for all students.
Shifting Educational Practice - Mobile Makes its Mark
Presentation at the World Summit Awards "Excellence in Mobile Content 2,0" at Abu Dhabi, UAE, February 4, 2013
Johnson.presentation.ppt
1. Mobile devices such as iPads and iPods are increasingly being used in educational settings as web browsers, e-readers, note-taking devices, and for other applications.
2. Schools and universities are implementing programs where students use iPads to conduct research, present projects, and access library resources from anywhere on or off campus.
3. Evaluations of these programs show improved wireless networks on campus and positive impacts on student learning from having mobile devices available for educational uses.
Developments In Mobile Learning
Mobile learning involves using mobile devices like phones for educational purposes. Technologies used include phones, GPS, cameras, and apps. While devices are universal, mobile learning faces challenges like small screens, recharging issues, and lack of technical support. It can support six types of learning like behavioral, constructive, collaborative, and informal learning. Examples of mobile learning include administering quizzes, providing academic support through messaging, and collecting student data. However, sustainability is difficult without proper funding, partnerships, guidelines, evaluation, and consideration in course design. One project failed due to slow uploading, lack of preparation, policies, funds, and student access to electricity. Proper planning is needed for mobile learning initiatives to succeed.
Mobile learning
This document presents a project on mobile learning. It discusses the objectives of teaching students about mobile learning, its advantages, and challenges. It defines mobile learning as obtaining educational content on devices like phones and tablets. It provides examples of mobile learning devices and apps that can be used, such as smartphones, e-book readers, tablets, Evernote, Twitter, and chemistry apps. It discusses the concepts of mobile learning including the mobility of technology, learning, and learners. It outlines advantages like flexibility and collaboration, and challenges like cultural attitudes, learning theories, and device limitations.
Why is mobile learning important in education?
Why is mobile learning important in education?GILT (Games, Interaction and Learning Technologies) IS Engenharia do Porto
Mobile learning is becoming increasingly important in education. Some key points are:
1) Mobile devices are ubiquitous, with over 6 billion people having access to a connected mobile device. For many, a smartphone may become their primary computing device.
2) Studies show that mobile learning enhances learner engagement and interaction, and allows learning to take place anywhere and anytime in a convenient and flexible way.
3) When implemented effectively through tools like apps, mobile learning can improve learning outcomes for students and empower self-directed learning. However, ensuring appropriate teacher training and addressing distractions are challenges to address.Mobile Learning for All
This document provides an overview of an mLearning workshop at eLearning Africa 2009. The workshop aims to stimulate interest in mLearning and allow participants to test some mLearning applications. It will argue that mobile phones can complement computers for learning in developing areas. The agenda includes presentations on mLearning projects from Bangladesh, Tanzania and elsewhere. Why mLearning is beneficial in developing areas will also be discussed, such as flexibility, accessibility and affordability compared to eLearning via computers. Hands-on time with mobile phones for learning is included.
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This document discusses the potential for mobile learning or "m-learning" in education. It notes that with over 5 billion cellular phone subscribers globally, mobile technologies could be leveraged to support learning anywhere and anytime. The document reviews definitions of mobile learning, how it builds upon existing distance and online education models. Benefits identified include increased interactivity, motivation, and accommodation of different learning styles. Challenges include potential distraction and academic integrity issues. The document advocates for policies and teacher training to help schools embrace mobile learning.
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Mobile learning involves using mobile technologies and wireless networks to facilitate learning across different locations. It allows students to interact with instructors and classmates, access information portably, and collaborate on projects together remotely. Some key benefits of mobile learning include increasing student engagement, motivation, and providing more flexibility and autonomy. However, mobile learning also faces limitations such as small screen sizes, limited storage, high costs, and difficulties assessing learning that occurs over mobile phones.
Mobile Learning & New Trends
José Bidarra from Universidade Aberta gave a presentation about Mobile Learning & New Trends as part of the online events by expert pool Institutional Support within EMPOWER.
Mlearning
The document discusses mobile learning (m-learning) as learning that occurs through mobile technologies. It defines m-learning and outlines its objectives such as being available anywhere and anytime. It also describes features such as knowledge building in different contexts. The document discusses advantages like low cost and challenges including connectivity, screen size, and assessing learning outside the classroom. It provides examples of how m-learning can be delivered and supported, concerns researchers have raised, and case studies of m-learning programs.
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This document reviews mobile learning (m-learning) as a distance education technology. It defines m-learning as learning that occurs using mobile technologies when the learner is not in a fixed location. The document outlines several objectives and features of using mobile technologies for learning, including accessibility anywhere and anytime, multimedia capabilities, improved communication and motivation for learners. It also discusses advantages such as low cost and continuous learning support, as well challenges like limited screen sizes, connectivity issues, and assessing learning outside the classroom. Examples are provided of m-learning projects at Carnegie Mellon University and in Korean higher education institutions.
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Information Technology has been introduced for making Revolutions in Education. Without making any Revolution, IT just substitutes the old black board, library notes, mechanical type writers and calculators. It is because, Data or Information is not a substitute for Knowledge. Learning, Teaching and Research are Knowledge-Intensive and not Data-Intensive. Information Technology must be redesigned to deal with Knowledge for which Mathew's Theories of Knowledge and Knowmatics can effectively be employed. They are the basis of Knowledge Industries - mass or industrial production, marketing and consumption of Knowledge.
Report mobile learnin
This document discusses mobile learning, including definitions, objectives, features, advantages, challenges, and examples of mobile learning. It provides definitions of mobile learning as acquiring knowledge through mobile technologies anywhere and anytime. The objectives of mobile learning in distance education include adapting to individual needs, improved communication, easier access, and being available anywhere. Examples discussed include a Carnegie Mellon University project using mobile games to teach English in India and the use of mobile learning in Korean higher education.
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Mar Camacho, Universitat Rovira i Virgili Faculty (Spain), Visiting scholar a...
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Shifting Educational Practice - Mobile Makes its Mark
Shifting Educational Practice - Mobile Makes its Mark
EDUCATION -- INFORMATION TECHNOLOGY INCOMPATIBILITY
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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
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ASSESSMENT ON LSPU-SPCC STUDENTS’ READINESS TOWARDS M-LEARNING
The document discusses a study that assessed the readiness of undergraduate students at Laguna State Polytechnic University-San Pablo City Campus towards mobile learning or m-learning. The study found that:
1) Almost all students owned mobile devices and reported high levels of equipment readiness in terms of having applications for messaging, social media, video calls, and being able to access common file formats.
2) Students also demonstrated high technological skills readiness and were quite psychologically ready for m-learning.
3) The results indicate that the students have the necessary mobile devices and technical abilities to engage in m-learning, which is important as the university shifted classes online due to the COVID-19 pandemic.
MALL
This document discusses mobile-assisted language learning (MALL). It defines MALL as an approach to language learning that is assisted or enhanced through the use of handheld mobile devices. The document outlines some of the key advantages of MALL, including its learner-centered nature, potential for learner autonomy, and ability to integrate real-life contexts into learning. It also discusses challenges like app quality, data usage, and teacher resistance. Examples provided of MALL tools include educational apps, eBooks, social media, QR codes, and course management systems adapted for mobile.
An Off-The-Shelf Mobile App Portfolio for Distance Education
The document discusses the evolution of distance education from correspondence schools to modern online and mobile learning. It describes how distance education has adopted various technologies over time, from paper-based materials to online virtual learning environments. The document also discusses the divide between digital native students and digital immigrant teachers, and how embracing mobile technologies and apps can help bridge this gap. Finally, it proposes using a portfolio of free off-the-shelf mobile apps to support the five stages of online learning, including access, socialization, information exchange, knowledge construction, and development. Ninety-five example Android apps are categorized across these five stages.
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This document discusses the past, present, and future of mobile learning (mLearning). It defines mLearning as eLearning through mobile devices and learning across contexts. The document outlines four perspectives on mLearning and discusses how mLearning builds upon eLearning by making education available anywhere, anytime through portable devices. Challenges and trends in mLearning are also examined, such as location-based learning and augmented reality. The future of mLearning is predicted to include new forms of assessment, learning implants, and ambient intelligence.
TaLE-Week-7
Tabitha is conducting a senior project studying the migration patterns of hummingbirds. She sets up motion-sensitive cameras at three sites to monitor hummingbird activity. Whenever the cameras detect motion, a video is sent to her smartphone. She views the videos between classes to track hummingbird sightings. She also records weather data daily at the sites using her smartphone. Her first hummingbird sighting comes five days in, earlier than previous years. Later, she spots a hummingbird near her third site, farther from where the species was previously seen, suggesting shifting migration patterns. Tabitha uses her smartphone to access habitat maps and conduct further research.
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This document analyzes mobile mathematics applications and their learning outcomes. It discusses how mobile technologies like tablets and smartphones can be used for educational purposes in the classroom through illustrated lectures, online learning, and hands-on activities. Specifically, it highlights the current state of educational math apps, their limitations, and taxonomy of effective app features. It provides guidance on selecting apps that fit instructional needs and align with solid educational theory.
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The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
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This document discusses the potential role of mobile devices in higher education. It outlines a presentation given by Dr. Gila Kurtz on this topic. The presentation introduces mobile learning and provides examples of how mobile technologies are being used in higher education courses. It then summarizes findings from studies on the impact of mobile device use during lectures and student perceptions. The presentation concludes by considering how instructors can engage students through mobile technologies to benefit learning while limiting distractions.
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Unplugging Our Students!
Mobile technologies like PDA devices offer several opportunities to enhance student learning. They allow students to access information anywhere and anytime, encouraging learning outside the classroom in real-world contexts. PDA devices are also relatively inexpensive, making them accessible to disadvantaged students. Mobile technologies also promote 21st century skills like collaboration and communication. They can help overcome challenges of larger technologies by fitting more naturally into various learning environments. PDA devices additionally enable personalized learning experiences tailored to individual students' needs.
Cisco Mobile In Education Infographic
Mobile technology is transforming education by allowing learning anywhere and anytime through mobile devices like smartphones, laptops, and tablets. Students are increasingly using these technologies outside of school and expect to use them for school as well. Mobile learning provides many benefits like personalized instruction, increased collaboration, and access to expertise. For schools to successfully integrate mobile devices, they need a clear vision and plan that supports essential use of mobile technologies in and out of the classroom through teacher professional development and modernized infrastructure.
Report mobile learnin
This document discusses mobile learning, including definitions, objectives, features, advantages, challenges, and examples of mobile learning. It provides definitions of mobile learning as acquiring knowledge through mobile technologies anywhere and anytime. The objectives of mobile learning in distance education include adapting to individual needs, improved communication, easier access, and being available anywhere. Examples discussed include a Carnegie Mellon University project using mobile games to teach English in India and the use of mobile learning in Korean higher education.
Basic Elements and Characteristics of Mobile Learning
This document discusses mobile learning and its key elements. It begins by defining mobile learning as learning that allows students to access materials anywhere and anytime using mobile technologies. It then presents a diagram showing the basic elements of an effective mobile learning approach: learner, teacher, content, assessment, and environment. Each of these elements is then further described in the following sections, which discuss factors like the changing teacher role, designing appropriate content, and ensuring a positive learning environment. The document also outlines several characteristics of mobile learning, such as spontaneity, portability, blending, interactivity and collaboration. It concludes by identifying ten important elements for an efficient mobile learning implementation: usability, collaboration, context, control, connectivity, mobility, blending
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Kadri̇ye GÖZEY "Zirve University ELT DepartmenT"
- 2. What is mobile learning? Mobile learning is more than just learning delivered and supported by handheld and mobile technologies. It is learning that is both formal and informal, context aware, and authentic for the learner.
- 3. Mobile Learning Projects The Gidder project (Pierroux, 2008) The MyArtSpace project The Ambient Wood project (Price & Rogers, 2004)
- 4. MyArtSpace Project Design and evaluation of support for learning with multimedia phones between classrooms and museums. The service was effective in enabling students to gather information in a museum and this provided resources for effective construction and reflection in the classroom.
- 6. Mobile Technology in Education As mobile phones, tablets, and other connected devices become more prevalent and affordable, wireless technology can dramatically improve learning and bring digital content to students. Students love mobile technology and use it regularly in their personal lives. It therefore is no surprise that young people want to employ mobile devices to make education more engaging and personalize it for their particular needs.
- 7. Today’s students are studying and learning differently – a change confirmed by the widespread adoption of digital studying. In recent study found that 81% of college students use mobile devices (such as smartphones and tablets) to study, the second most popular device category behind laptops and up 40 percent in usage since 2013. Technologically-based tools provide opportunities for students to learn both in and out of the classroom. The use of technological innovations such as cloud computing, mobile learning, bring your own device (BYOD)‐ ‐ ‐ policies, learning analytics, open content, and remote or virtual laboratories provide flexibility in the personalization of learning, while also expanding learning capabilities beyond the classroom walls.
- 9. New possibilities emerge when a pupil starts learning with a mobile device with GPS functionality. Via satellites the GPS receives signals that indicate the position of the pupil with the device. On the basis of this position the pupils can receive location-specific information on their devices, or add this information. In this manner a connection will be formed between the physical and the virtual worlds in which the pupils find themselves; several layers of information are accessible at the same time. (Smidts, Hordijk & Huizenga, 2008: 4)
- 10. THANK YOU