1. The document describes a usability test of the PALMA mobile application for adult literacy in Brazil. 10 adult literacy students participated in the one-month test of the application's level 1 content on Nokia X5 devices.
2. The test occurred over 3 phases: an initial training, individual interviews after 8 days of use, and a final group interview. Participants struggled initially with unfamiliar icons but were able to complete tasks within 15 days. Issues with navigation keys, voice instructions, and app access steps were identified.
3. Overall, participants reported liking the voice guidance and interest in continuing to use the app. The study provided insights into design improvements and the need for support networks and teacher training to advance mobile
Exploring Smartphone Applications for Effective Mobile-Assisted Language Lear...heyoungkim
Kim, H.,& Kwon, Y. (2012, June). "Exploring Smartphone Applications for Effective Mobile-Assisted Language Learning"
Paper presented at CACLIO 2012, University of Notredame, Indiana.
Exploring Smartphone Applications for Effective Mobile-Assisted Language Lear...heyoungkim
Kim, H.,& Kwon, Y. (2012, June). "Exploring Smartphone Applications for Effective Mobile-Assisted Language Learning"
Paper presented at CACLIO 2012, University of Notredame, Indiana.
Using Mobile Technology in Information Literacy Skills Training to Enhance ...Tony Tin
Thirteen mobile information literacy eLearning lessons have been designed to demonstrate how to locate, evaluate, and use information effectively. Testing of the tool is underway with students majoring in psychology, social work, and education to determine the effectiveness of using mobile technology to enhance students’ information literacy skills. This poster highlights the development and application of the mobile information literacy innovation, the collaboration between faculty and the Library and preliminary findings of the pilot project. Successes and challenges of the research project to support anytime, anywhere student mobile information literacy eLearning training will be highlighted.
A presentation on mobile assisted language learning presented at he 7th International Technology, Education and Development Conference
Valencia, Spain, 4th - 6th March, 2013
Cutting Edge Technology: Mobile Devices in the Classroom. A brief introductory presentation to possible pros and cons of integrating mobile devices into your classroom.
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Mobile Information Literacy for Libraries: A case study on requirements for...Shri Ram
Mobile Information Literacy for Libraries: A case study on requirements for an effective Information Literacy Program is presented at 5th m-Library Conference during 27-30 May at Chinese University of Hong Kong.
Using Mobile Technology in Information Literacy Skills Training to Enhance ...Tony Tin
Thirteen mobile information literacy eLearning lessons have been designed to demonstrate how to locate, evaluate, and use information effectively. Testing of the tool is underway with students majoring in psychology, social work, and education to determine the effectiveness of using mobile technology to enhance students’ information literacy skills. This poster highlights the development and application of the mobile information literacy innovation, the collaboration between faculty and the Library and preliminary findings of the pilot project. Successes and challenges of the research project to support anytime, anywhere student mobile information literacy eLearning training will be highlighted.
A presentation on mobile assisted language learning presented at he 7th International Technology, Education and Development Conference
Valencia, Spain, 4th - 6th March, 2013
Cutting Edge Technology: Mobile Devices in the Classroom. A brief introductory presentation to possible pros and cons of integrating mobile devices into your classroom.
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.
Mobile Information Literacy for Libraries: A case study on requirements for...Shri Ram
Mobile Information Literacy for Libraries: A case study on requirements for an effective Information Literacy Program is presented at 5th m-Library Conference during 27-30 May at Chinese University of Hong Kong.
International Journal of Computational Engineering Research(IJCER)ijceronline
International Journal of Computational Engineering Research(IJCER) is an intentional online Journal in English monthly publishing journal. This Journal publish original research work that contributes significantly to further the scientific knowledge in engineering and Technology.
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).
Implementing an Android Tool for Visually Impaired Students of E-LearningIJERA Editor
This article aims to describe the process of learning and development of an educational tool designed for mobile
devices (smartphones) with Android technology. In summary, the application was developed based on the virtual
learning environment Moodle and aims to develop a learning environment that supports the visually impaired
students of e-learning, allowing them to ask questions, discuss and share ideas through forums and use chat
rooms in real time. The fundamental purpose of this application is to cooperate with scientific knowledge in the
sense that this is a representation of technological advance on the accessibility tools in distance education mode
and provide comfort, flexibility and accessibility for the visually impaired students, realizing that education
should always be inclusive.
The Effect of Mobile Learning on the Development of the Students' Learning Be...inventionjournals
This research study was conducted on 153 students from the Jordanian University. A researchermade Likert-type questionnaire was adopted. A five-question questionnaire was formulated to measure the effect of mobile learning at the University’s students focusing on different aspects. The reliability of the questionnaire was at 91% through the use of Chronbach’s Alpha. T test was adopted to find out significance of differences among the different used variables that supported the effect of mobile learning on the student’s development in learning behaviors and performances. ANOVA was embraced to examine the student’s learning behaviors on mobile learning. The results showed that mobile learning accrues positive effect on motivating the students towards learning. There was also a positive correlation mobile learning to increased academic performance. Finally, the results indicated that M-learning changed student’s learning habits for the better.
Improving Students’ Learning With Effective Learning Techniques: Promising ...Fran Maciel
Authors: John Dunlosky1
, Katherine A. Rawson1
, Elizabeth J. Marsh2
, Mitchell J. Nathan3
, and Daniel T. Willingham4
1Department of Psychology, Kent State University; 2
Department of Psychology and Neuroscience, Duke University;
3
Department of Educational Psychology, Department of Curriculum & Instruction, and Department of Psychology,
University of Wisconsin–Madison; and 4
Department of Psychology, University of Virginia
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This will be used as part of your Personal Professional Portfolio once graded.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. 230 F.R.Maciel
2 Mobile Learning
2.1 Definition
Mobile Learning involves the use of mobile technology, either alone or in
combination with other communication technology, to enable learning at anytime and
anywhere [5].
Mobile Learning consists of a series of adaptations of technology for the
learning strategy of distance education (Fig.1). Therefore, m-learning is a natural
evolution of technology’s adaptations applied to the concept of d-learning and
e-learning) [7].
Fig. 1. The place of mobile learning as part of e-learning [7], [8]
Core characteristics can define mobile learning: spontaneous, private, portable,
situated, informal, bite sized, light-weight, context aware; and perhaps soon it will be:
connected, personalized and interactive [6]. PDA, Pocket PC, E-book, handheld game
console, handheld audio and multimedia guides, tablet, mobile phone and
smartphones are examples of mobile learning devices.
The technology presents an unique opportunity for creating, sharing, and
improving quality of life. Students, teachers, people with disabilities, communities
positioned in far places, a large diversity of contexts, and users can take it as a way to
access educational content. Some factors must be identified and regarded with focus
on the success of mobile learning [3]:
• Access to technology: the successful project make mobile technology available
where and when it is needed, either by developing for users own devices such as
phones and media players, or by providing learners with devices that they can use
at home and on the go.
3. PALMA: Usability Testing of an Application for Adult Literacy in Brazil 231
• Ownership: it is important that learners are able to either own the technology, or to
treat it as if they own it. Using the technology for entertainment and socializing
does not appear to reduce its value as a tool for learning, but rather helps to bridge
the gap between institutional and personal learning.
• Connectivity: many successful mobile learning projects have been based on
wireless or mobile phone connectivity, to provide access to learning resources, to
link people across contexts, and to allow students to capture material that can sent
to a personal media space and then shared or presented.
• Integration: successful mobile learning projects are integrated into the curriculum,
the student experience, daily life, or a combination of all of these. One way to
achieve this integration is to extend a successful form of learning onto mobile
devices, such as frequently asked question, or audio/Powerpoint recordings of
lectures.
• Institutional support: successful projects also need strong institutional support,
including the design of relevant resources in mobile format, staff training and
technical support.
Concerned in stimulating the development for mobile learning, the UNESCO
researchers created in 2012 policy guidelines for helping institutions, national
government and educators to think about how to use mobile technologies for
education. The latest version was updated in early 2013 and recommends:
• Create or update policies related to mobile learning;
• Train teachers to advance learning through mobile technologies;
• Provide support and training to teachers through mobile technologies;
• Create and optimize educational content for use on mobile devices;
• Ensure gender equality for mobile students;
• Expand and improve connectivity options while ensuring equity;
• Develop strategies to provide equal access for all;
• Promote the safe, responsible and healthy use of mobile technologies;
• Use mobile technology to improve communication and education management;
• Raise awareness of mobile learning through advocacy, leadership and dialogue.
2.2 The Context and Environment Relevance
Knowing the environment and its elements is a fundamental process to develop
projects, comprehend the specificities about how people use mobile technology to
learn (and if they do not, why) and evaluate the users main needs. It makes it possible
to know and have access to all stakeholders, teachers, coordinators and assistants,
everybody is important in the learning process. Those components present cultures,
values and thoughts, essential points to create contextual tools and tasks to promote
engagement through the study of their own conditions.
According to Saccol et al. [2], Sharples et al. [3], these different types of contextual
mobility can be understood through:
4. 232 F.R.Maciel
• Learners’ physical mobility: people are constantly moving and they can find spare
time to learn;
• Technology mobility: many mobile devices can be carried around as the learner is
moving around, and they can be interchangeable, depending of the context and
needs;
• Mobility in conceptual space: learning topics and themes compete for each learner.
Themes should be created and changed according To the students' life experiences
• Social/interaction mobility: people learn at different levels and in a diversity of
social groups like family, workplace, social events, at school;
• Temporal mobility: a learning process means that a large number of experiences
will be connected between a large variety of experiences, temporal and informal.
Another attributes must also be considered to improve a good mobile learning
experience [1]:
• Ubiquity: how widely available is the application that will be required for the
viewer to see the content on the device display?
• Access: how widely available is the wireless network that will distribute the mobile
learning content?
• Richness: do pages load quickly?
• Efficiency: How intensely the cliente will make use of a particular media?
• Flexibility: will the application be viewable on a variety of devices?
• Security: is the interactive mobile device protected from worms and viruses? Is the
shared content protected from being intercepted by unintended recipients?
• Reliability: will content be displayed in a consistent manner;
• Interactivity: does the application allow users to interact freely with other learners?
• Collaboration: is it easy to collaborate on knowledge creation?
3 Application PALMA
The PALMA is a literacy tool created to develop ability to read, write, comprehend
texts and solve elementary problems in the math and science fields for young and
adult people through mobile devices and Web systems. An interdisciplinary team
developed it: teachers, engineers, psychologists and developers of IES2 in São Paulo,
Brazil. The application is based on synthetic approach using the Phonic and
Alphabetical methodology (combining sounds and letters) for elaborating the content
of the app.
The application content is splited into 5 levels, correlating time and complexity,
from Vowels (level 1) to Reading Comprehension (level 5). Each levels is divided
into five sub-levels. For this experiment only the level 1, Vowels, trough Nokia X5
device, was evaluated.
5. PALMA: Usability Testing of an Application for Adult Literacy in Brazil 233
4 Methodology
4.1 Participants Profile
A qualitative approach was defined for evaluating the difficulties and easiness of
application usage with emphasis in verifying the PALMA icons, voice guidance and
the navigation flow. 10 participants were selected to participle of the evaluation, 9
female, 1 male, adults in literacy, with age between 23 and 59 years old. All of them
Literacy Program for Youths and Adults students, a Brazilian Federal government’s
project.
The participants were indicated by their professors following the recommendation
of being in basic level of learning, with instructions in Portuguese. When asked about
the services they used most in their mobile devices, the participants commented the
following answers: voice calls and contact list. When asked about how they used
these services they showed the mental model through the access memorizing ways
through their mobile devices’ keys. They explained that they were instructed by their
familiars about how to access these services. According to them these two services,
voice calls and contact list are essential, because they allow to request help and notify
familiars in urgency situations. During the beginning of evaluation the most part of
participants did not know what the letters or signs on the keys meant, but they were
sure about to access or find voice calls and contact list on their mobile phones.
4.2 The Study Description – Phase 1
The study was conducted in three phases: in a first moment, the participants received
a visual guide (Fig.2) and oral instructions during the first contact with the app. An
apart module of Palm app was used for the training, the level ‘Avaliação Diagnostica’
is used for training and measuring the level of knowledge of each participant through
the tasks similar to the level 1, Vowels. After completing the training module each
participant was instructed to press the navigator key and send the results of the
evaluation to the online server. From this first moment, it was possible to observe the
first contact and initial barriers of users, the level and speed of each one and the first
points of improvements on user interface. Each participant received a Nokia X5, with
prepaid SIM card of R$30,00 charge (local money) for using the PALM app during
one month. For providing more confortable and familiarization to all the participants,
the training was conducted in the same school where the participants perform their
literacy classes.
In the end of the training, the next steps and proceedings were explained to the
participants, and they were told they would be contacted via their phones, after 8 days
of application usage to schedule the next meeting. They were asked to use and
complete all the tasks related to the level 1, Vowels, according to their availability.
They were instructed to call the researcher at anytime in case of doubts or questions.
A printed card with a number to contact the researcher was delivered to each
participant, professors and educators of the school.
6. 234 F.R.Maciel
Fig. 2. Visual guide used for the first contact with the PALMA application. Basic
shapes in red were used to highlight the steps and sequence as a way to facilitate the
user comprehension.
A group interview was conducted to verify the participants' first impressions.
4.3 The Study Description – Phase 2
In the second phase the participants were asked do an individual interview after 8
days of application usage. All interviews were conducted in non-controlled
environment, according to the availability of each participant. All the participants
preferred to be interviewed at home. Two participants preferred being interviewed in
pairs. They commented that they felt uncomfortable to talk alone because some
doubts could be described well by a friend or by a familiar who gave support to them
during the usage. From this feedback, it was perceived how important is to provide
training to familiars and friends which are asked frequently to solve problems related
to devices and appliances at home, daily.
At each 5 days, voice calls were made as a way to help and clarify the
participants' doubts.
4.4 The Study Description – Phase 3
In the third phase, a group interview at school, was conducted to verify the final
perception, the comprehension of the PALMA features after one month of usage and
others positives and negatives points. After finishing the evaluation, each participant
received a gift card of $40.00 (local currency).
7. PALMA: Usability Testing of an Application for Adult Literacy in Brazil 235
5 Results
At their first contact with the app, it was observed that the most part of the users tried
to access the application over three times. They commented that the amount of steps
is confusing. The unfamiliarity with the icons was one of the reasons responsible for
that low performance. The participants searched for the researcher to solve doubts
after 5 days of usage. According to them, they initially had doubts after the first day
of usage but their friends and familiars helped them.
The participants showed interest for the innovation characteristics of mobile
learning. On the other hand they commented that the app was very limited because it
was available only in one specific model of Nokia device.
The navigation key was described by 1 participant as a barrier because sometimes
is confusing to know when “go forward” or “go backward”.
The size of the keys was highlighted by two participants as something uncomfortable.
According to them, the number of keys could be reduced to make possible increase
the size of the essential keys (without diacritical signs).
Some participants, after listening to the voice instructions were confused about which
button or command should be selected to continue the task. About the volume, two
participants commented that it was very confusing increasing the sound of Nokia
Device. They sad it was very difficult to comprehend the voice instructions and
consequently they had difficulty in completing the task.
After the first week of usage, 3 participants forgot how to access the application,
during the trials they accidentally uninstalled the application. 5 participants completed
all tasks after that period.
The most part of the participants completed all the tasks in 15 days. After that
period they continued to use the application, they started all the tasks again. Upon
returning the devices, all participants commented that they would like to continue
studying through the app.
They really liked the app voice guide, all of them commented that it seems like the
mobile device is really a friend. It was observed that this feature made the interface
more human to their perception. They suggested that the voice could be customized,
man voice for female students and woman voice for male students.
The number of steps to access the application was highlighted as confusing, mainly
during the first week of usage. On the other hand, it was observed that at the end of
evaluation, all the participants were familiarized with the steps to access. A
suggestion to improvement the access, reducing the steps or creating a shortcut, was
strongly recommended in the usability report.
It was possible to observe that teachers must be trained to advance teaching and
learning through mobile technologies. All the professors commented that those
applications offer opportunities to share content, to clarify doubts and mainly to
personalize the content in a way to improve the pedagogy in their classroom. on the
other hand, they got afraid before the possibility of having to solve problems in case
something went wrong during use, because of their lack of technical knowledge.
8. 236 F.R.Maciel
6 Final Thoughts
All the participants felt confortable to explore others services/applications available in
the devices after completing the tasks of the app. It was possible to evaluate the
aspects defined during the initial planning. Thoughts about needs and accessibility
were identified during the evaluation process.
Social and economic aspects, the lack of standards between devices and operating
systems, the insufficient Internet infrastructure, the individual barriers to adopt a new
technology are the main challenges for providing news ways of learning.
We must consider all the contexts and grades of education, high and middle school
must have access to services like PALMA and similars. PALMA is an pioneer
initiative in Brazil.
The initial training also must be provided for parents and friends, they have a very
important role in all performance and usability testing. They also can contribute for
implementing features and proposing improvements to the app.
Contextual evaluation has some risks about the use of equipment and devices. One
mobile phone was stolen. The SIM card number and the device IMEI are essentials
information for locking all the access.
Today in Brazil, a large number of people in the literacy process are over 50 years
old. People over this age have to vision and hearing issues due to the natural aging
process. These limitations must be considered during the development of interfaces
for learning environments regardless the device, mobile or portable.
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