The document discusses ideas from a roundtable on mobile learning. It focuses on concepts of learning and teaching in contexts of transition, including the roles of learners, technologies, and pedagogical frameworks. It notes ideas that are underrepresented in mobile learning discussions, such as longitudinal studies and widespread adoption. The document calls for support of teachers, learners, and parents through legal, ethical and professional frameworks. It suggests school development should be driven by learners' practices and needs.
The 'Network for Mobile Learning Scenarios'. A network for developing and dis...Judith S.
The 'Network for Mobile Learning Scenarios'. A network for developing and distributing mobile learning practice.
Dr. Judith Seipold
London Mobile Learning Group (LMLG)
UNESCO Mobile Learning Week 2015 · Workshop
February 23rd, 2015, UNESCO Headquarters, Paris
Introduction to ‘Socio-Cultural Ecology’ and User Generated Contexts. ALT-C Workshop: Navigating Through the Storm – Using Theory to Plan Mobile Learning Deployment. #altc2010
The 'Network for Mobile Learning Scenarios'. A network for developing and dis...Judith S.
The 'Network for Mobile Learning Scenarios'. A network for developing and distributing mobile learning practice.
Dr. Judith Seipold
London Mobile Learning Group (LMLG)
UNESCO Mobile Learning Week 2015 · Workshop
February 23rd, 2015, UNESCO Headquarters, Paris
Introduction to ‘Socio-Cultural Ecology’ and User Generated Contexts. ALT-C Workshop: Navigating Through the Storm – Using Theory to Plan Mobile Learning Deployment. #altc2010
Alltagsnahes Mobiles Lernen planen und realisieren. Szenarien der Teilnehmer_...Judith S.
Alltagsnahes Mobiles Lernen planen und realisieren. Szenarien der Teilnehmer_innen.
Dr. Judith Seipold
London Mobile Learning Group (LMLG)
DAAD Lektoren-Jahresseminar "Mobilität – unterwegs in geographischen, virtuellen und fiktionalen Räumen"
28. Mai 2015, La Bégude-de-Mazenc, Frankreich.
Mobiles Lernen. Praxis, Theorie und didaktische Optionen.Judith S.
Mobiles Lernen.
Praxis, Theorie und didaktische Optionen.
Dr. Judith Seipold
London Mobile Learning Group (LMLG)
DAAD Lektoren-Jahresseminar "Mobilität – unterwegs in geographischen, virtuellen und fiktionalen Räumen"
28. Mai 2015, La Bégude-de-Mazenc, Frankreich.
Mobiles Lernen in Theorie und Praxis. Grundideen, Potenziale und Risiken des ...Judith S.
Seipold, Judith (2016): Mobiles Lernen in Theorie und Praxis. Grundideen, Potenziale und Risiken des Lehrens und Lernens mit mobilen und konvergenten Technologien. (Invited Keynote). Workshop "Potenziale des Mobilen Lernens am Beispiel des Lehrinnovationsprojektes "Soziologie 2 Go"". 01. Juli 2016, GCSC, Justus-Liebig-Universität Gießen, Gießen.
Lernergenerierte Contexte. Ökologiemodell von Aneignung, Konzept von Bildungs...Judith S.
Dr. Judith Seipold
London Mobile Learning Group (LMLG)
DGfE-Kongress 2016 "Räume für Bildung. Räume der Bildung."
15. März 2016, Universität Kassel, Kassel
Mobiles Lernen. Diskussionsinput.
Kick-Off-Meeting "Mobiles Lernen in der Schule"
Pädagogische Hochschule Zürich
Mittwoch, 18.09.2013, 14.00-17.00 Uhr
Dr. Judith Seipold
London Mobile Learning Group (LMLG)
These slides were presented on 13. Oct. 2016 at the BFH in Bern, Switzerland. The slides cover practical approaches to blended learning in higher education.
Revisiting the definition of Mobile LearningHelen Farley
Mobile learning is increasingly seen as a boon to universities and educators as a means of enabling learning anywhere, anytime and at the convenience of the learner. Even though the field of mobile learning is in its infancy, there is no common understanding of what mobile learning is. Previous attempts at defining mobile learner have either been overly inclusive or exclusive, and have focused on characteristics of the mediating technology, the learner, or the nature of the learning activity. Inspired by Wittgenstein’s theory of family resemblances, this paper explores the attempt to create a new definition of mobile learning that will be dynamic, drawing from a collection of characteristics that may change over time rather than just supplying a single, unchanging definition. The revised definition will be used to support the development of a Mobile Learning Evaluation Framework by clarifying the attributes and features to be included in a robust and flexible definition of mobile learning. The outcome may be of value to researchers in the mobile learning field and educators considering incorporating mobile learning initiatives into current pedagogical strategies.
Emotional Mapping of Museum Augmented Places (EMMAP) has been developed during the PhD program in “e-Learning” at the Faculty of Engineering, Università Politecnica delle Marche, Ancona, Italy. EMMAP is devoted to promote mobile and ubiquitous learning environments in museums or in other places of historic-cultural interest.
In this session, we introduced the concepts of mobile and ubiquitous learning and we had a brief look at some examples of mobile learning apps being used to educate child refugees in Syria. Groups then designed their own mobile learning app and the app must be targeted at children living within a developing context.
Are we currently moving from the age of mobolism to age of artificail intelli...Jari Laru
The 13th annual International Technology, Education and Development Conference, INTED2019,IValencia (Spain). 11th-13th of March, 2019. Special Learning Technology Accelerator (Lea) Horizon 2020 project session: Innovation procurement to steer user-driven innovations for digital learning.
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.
Alltagsnahes Mobiles Lernen planen und realisieren. Szenarien der Teilnehmer_...Judith S.
Alltagsnahes Mobiles Lernen planen und realisieren. Szenarien der Teilnehmer_innen.
Dr. Judith Seipold
London Mobile Learning Group (LMLG)
DAAD Lektoren-Jahresseminar "Mobilität – unterwegs in geographischen, virtuellen und fiktionalen Räumen"
28. Mai 2015, La Bégude-de-Mazenc, Frankreich.
Mobiles Lernen. Praxis, Theorie und didaktische Optionen.Judith S.
Mobiles Lernen.
Praxis, Theorie und didaktische Optionen.
Dr. Judith Seipold
London Mobile Learning Group (LMLG)
DAAD Lektoren-Jahresseminar "Mobilität – unterwegs in geographischen, virtuellen und fiktionalen Räumen"
28. Mai 2015, La Bégude-de-Mazenc, Frankreich.
Mobiles Lernen in Theorie und Praxis. Grundideen, Potenziale und Risiken des ...Judith S.
Seipold, Judith (2016): Mobiles Lernen in Theorie und Praxis. Grundideen, Potenziale und Risiken des Lehrens und Lernens mit mobilen und konvergenten Technologien. (Invited Keynote). Workshop "Potenziale des Mobilen Lernens am Beispiel des Lehrinnovationsprojektes "Soziologie 2 Go"". 01. Juli 2016, GCSC, Justus-Liebig-Universität Gießen, Gießen.
Lernergenerierte Contexte. Ökologiemodell von Aneignung, Konzept von Bildungs...Judith S.
Dr. Judith Seipold
London Mobile Learning Group (LMLG)
DGfE-Kongress 2016 "Räume für Bildung. Räume der Bildung."
15. März 2016, Universität Kassel, Kassel
Mobiles Lernen. Diskussionsinput.
Kick-Off-Meeting "Mobiles Lernen in der Schule"
Pädagogische Hochschule Zürich
Mittwoch, 18.09.2013, 14.00-17.00 Uhr
Dr. Judith Seipold
London Mobile Learning Group (LMLG)
These slides were presented on 13. Oct. 2016 at the BFH in Bern, Switzerland. The slides cover practical approaches to blended learning in higher education.
Revisiting the definition of Mobile LearningHelen Farley
Mobile learning is increasingly seen as a boon to universities and educators as a means of enabling learning anywhere, anytime and at the convenience of the learner. Even though the field of mobile learning is in its infancy, there is no common understanding of what mobile learning is. Previous attempts at defining mobile learner have either been overly inclusive or exclusive, and have focused on characteristics of the mediating technology, the learner, or the nature of the learning activity. Inspired by Wittgenstein’s theory of family resemblances, this paper explores the attempt to create a new definition of mobile learning that will be dynamic, drawing from a collection of characteristics that may change over time rather than just supplying a single, unchanging definition. The revised definition will be used to support the development of a Mobile Learning Evaluation Framework by clarifying the attributes and features to be included in a robust and flexible definition of mobile learning. The outcome may be of value to researchers in the mobile learning field and educators considering incorporating mobile learning initiatives into current pedagogical strategies.
Emotional Mapping of Museum Augmented Places (EMMAP) has been developed during the PhD program in “e-Learning” at the Faculty of Engineering, Università Politecnica delle Marche, Ancona, Italy. EMMAP is devoted to promote mobile and ubiquitous learning environments in museums or in other places of historic-cultural interest.
In this session, we introduced the concepts of mobile and ubiquitous learning and we had a brief look at some examples of mobile learning apps being used to educate child refugees in Syria. Groups then designed their own mobile learning app and the app must be targeted at children living within a developing context.
Are we currently moving from the age of mobolism to age of artificail intelli...Jari Laru
The 13th annual International Technology, Education and Development Conference, INTED2019,IValencia (Spain). 11th-13th of March, 2019. Special Learning Technology Accelerator (Lea) Horizon 2020 project session: Innovation procurement to steer user-driven innovations for digital learning.
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.
I can choose the media by myself: A conceptual research of using digital boo...SriSupiahCahyati
As teachers are expected to help students attain greater levels, the quality of Teacher Professional Development (TPD) has become a growing educational problem. Teachers are expected to meet new criteria, and educational institutions are urging them to do so. Furthermore, how teachers teach subject matter knowledge in unique circumstances using certain instructional methods and technology determines a teacher's success in TPACK. As a result, the consequences of how technology is utilized become highly substantial. The necessity for giving kindergarten and primary school teachers, as well as parents of young learners, with the ability to select or create an engaging digital multimodal book, i.e. book creator with English learning activities, inspired this conceptual-based research. Children who are digital natives prefer digital books to traditional ones. While they are reading, the multiple media incorporated in the digital interactive multimodal book may excite all five senses, making learning more engaging. Since there are little studies on the use of digital books for young learners in Indonesian contexts, this study provides a conceptual-based research on the issue.
Keywords: digital literacy, interactive multimodal book, young learners
Alltagsnahes Mobiles Lernen planen und realisieren.Judith S.
Alltagsnahes Mobiles Lernen planen und realisieren.
Dr. Judith Seipold
London Mobile Learning Group (LMLG)
DAAD Lektoren-Jahresseminar "Mobilität – unterwegs in geographischen, virtuellen und fiktionalen Räumen"
28. Mai 2015, La Bégude-de-Mazenc, Frankreich.
Das Konzept der Lernergenerierten Contexte und mögliche Anknüpfungspunkte an ...Judith S.
Das Konzept der Lernergenerierten Contexte und mögliche Anknüpfungspunkte an Lernen, Medienkompetenz und Medienbildung.
Dr. Judith Seipold
London Mobile Learning Group (LMLG)
Herbsttagung der Sektion Medienpädagogik der Deutschen Gesellschaft für Erziehungswissenschaft
13. und 14. November 2014, Universität Augsburg
Lernergenerierte Contexte. Ressourcen, Konstruktionsprozesse und Möglichkeits...Judith S.
Lernergenerierte Contexte.
Ressourcen, Konstruktionsprozesse und Möglichkeits-räume zwischen Lernen und Bildung.
Dr. Judith Seipold
London Mobile Learning Group (LMLG)
22. Jahrestagung der Gesellschaft für Medien in der Wissenschaft #GMW14Lernräume gestalten –Bildungskontexte vielfältig denken
1. bis 4. September 2014, Pädagogische Hochschule Zürich
Workshop M-Learning von A-Z. Planungsanreize.Judith S.
Workshop bei der Education Group Linz im Rahmen des EU-geförderten MEDEAnet-Projekts.
Workshop Judith Seipold
“M-Learning von A-Z”
Zeit: 21.-22. März 2014.
Ort: Education Group Linz
Workshop M-Learning von A-Z. Rechercheauftrag.Judith S.
Workshop bei der Education Group Linz im Rahmen des EU-geförderten MEDEAnet-Projekts.
Workshop Judith Seipold
“M-Learning von A-Z”
Zeit: 21.-22. März 2014.
Ort: Education Group Linz
Mobiles Lernen. Grundlagen, Kontexte und didaktische Optionen.Judith S.
Mobiles Lernen. Grundlagen, Kontexte und didaktische Optionen.
Dr. Judith Seipold
London Mobile Learning Group (LMLG)
3. DaFWebkon 2014Deutsch lernen wird mobil!
15.03.2014, 11.00-11.45 Uhr
Towards a methodology of researching mobile learningJudith S.
Towards a methodology of researching mobile learning.
Judith Seipold (University of Kassel, Germany; WLE Centre, IoE, London)
Norbert Pachler (Institute of Education, London)
3rd WLE Mobile Learning Symposium. 27 March 2009, WLE Centre, IOE London, UK.
Mobile Learning. Potential and controversy embodied in a young scientific fie...Judith S.
Presentation by
Judith Seipold
London Mobile Learning Group (LMLG)
at
Educational Media Ecologies – International Perspectives
March 27- 28, 2012
University of Paderborn (Germany)
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
What can be learned from the Mobile Learning discussion? Ideas on learning, teaching and policy development.
1. What can be learned from the Mobile Learning discussion?
Ideas on learning, teaching and policy development.
RoundTable "Mobile Learning:LearningAcross Contexts – LearningIn Transition"
Dr. Judith Seipold
London Mobile Learning Group (LMLG)
ECER 2015 "Education and Transition – Contributions from Educational Research"
September 9th, 2015, Budapest, Hungary
3. Research focus
use of mobile technologies in learning contexts;deliveryof contents;potentialof current
technologies;cost-effectiveimplementationstrategies; people in distance to formal education;
students with disabilities; learners' personalvulnerabilities;cultural differences
Hot topics
personalisation;context;connectivity;learning dispersed in time
Under-represented
longitudinalstudies; learner generatedcontent and contexts;widespreadadoptionand
pedagogicaltransformation;ontologicalshifts; new learning and teaching;studentand lecturer
support and scaffolding
ML DISCUSSION
STILL A CLOZE:
THE STORY OF MOBILE LEARNING
4. Concepts of learning, missing ideas concerning teaching
activity theory,conversationtheory,social constructivisttheories and concepts
Transition
roles of learners, technologies,pedagogicalframeworks; key variables time, place and contexts;
forms of learning; concepts of learning and teaching; resources for learning,
school, classroom and the curriculum; teacher training
New learning, new teaching
learner-generatedcontent and contexts;informal learning, sharing of knowledge; engage
students; blendedlearning; times and locations;efficiency; technology rich environments;
resources; personalizedlearning; learners’ everyday-life goals, situations and circumstances
TEACHING AND LEARNING
EXISTING, MISSING, FADING, NEW:
IDEAS, CONCEPTS, THEORIES, PRACTICES
5. School development as a factor in (economic) competition
learners’ practices and needs;administration,teachingand learning
Support teachers, learners and parents
legal, ethical, professionalframeworks;training, feedback,support; CoPs
Find yourself challenged
financial support; awareness for needs of learners and teachers; value for the potentialof new
technologies in learning processes;revise old theories, concepts and practices connctedto new
learning;skip myths such as the one of the digital natives; re-thinkpedagogy
SCHOOL DEVELOPMENT
DRIVEN BY LEARNERS’ PRACTICES:
SCHOOL DEVELOPMENT
6. Where – other than in the ubiquity of mobile technologies, i.e.
access to learning anytime, at any place – lies the real potential
of mobile learning as key driver in “new” and “future” learning?
TRANSITION AND CHANGE
INPUT FOR DISCUSSION
7. Kontakt
Dr. Judith Seipold
Mail: judith.seipold@londonmobilelearning.net
Web: www.judith-seipold.de
Web: www.londonmobilelearning.net
Social: twitter.com/judithsei
Foliensatz verfügbar via:
http://de.slideshare.net/judiths
9. Literature
Baroudi, G., & Marksbury, N. (2013). Becoming a mobile institution. In Z. L. Berge, L. Y. Muilenburg, & H. Crompton (Eds.), Handbook of mobile learning (pp. 371–381). Routledge.
Carmean, C., Frankfort, J. L., & Salim, K. N. (2013). The power of the personal: Discovering the M in M-Learning. In Z. L. Berge, L. Y. Muilenburg, & H. Crompton (Eds.), Handbook of
mobile learning (pp. 187–195). Routledge.
Cochrane, T. (2013). M-learning as a catalyst for pedagogical change. In Z. L. Berge, L. Y. Muilenburg, & H. Crompton (Eds.), Handbook of mobile learning (pp. 247–258). Routledge.
Cochrane, T. (2013). Summary and critique of m-learning research and practice. In Z. L. Berge, L. Y. Muilenburg, & H. Crompton (Eds.), Handbook of mobile learning (pp. 24–34).
Routledge.
Crompton, H. (2013). Mobile learning: New Approach, New Theory. In Z. L. Berge, L. Y. Muilenburg, & H. Crompton (Eds.), Handbook of mobile learning (pp. 47–57). Routledge.
Dyson, L. E., Andrews, T., Smith, R., & Wallace, R. (2013). Towards a holistic framework for ethical mobile learning. In Z. L. Berge, L. Y. Muilenburg, & H. Crompton (Eds.), Handbook of
mobile learning (pp. 405–416). Routledge.
Gerstein, J. (2013). Team and community building using mobile devices. In Z. L. Berge, L. Y. Muilenburg, & H. Crompton (Eds.), Handbook of mobile learning (pp. 268–284).
Routledge.
Grant, M. M., & Barbour, M. K. (2013). Mobile teaching and learning in the classroom and online: Case Studies in K-12. In Z. L. Berge, L. Y. Muilenburg, & H. Crompton (Eds.),
Handbook of mobile learning (pp. 285–292). Routledge.
Hamm, S., Saltsman, G., Jones, B., Baldridge, S., & Perkins, S. (2013). A mobile pedagogy approach for transforming learners and faculty. In Z. L. Berge, L. Y. Muilenburg, & H.
Crompton (Eds.), Handbook of mobile learning (pp. 176–186). Routledge.
Huber, S., & Ebner, M. (2013). iPad human interface guidelines for m-learning. In Z. L. Berge, L. Y. Muilenburg, & H. Crompton (Eds.), Handbook of mobile learning (pp. 318–328).
Routledge.
Kukulska-Hulme, A. (2013). Mobile learners: Who Are They and Who Will They Become? In Z. L. Berge, L. Y. Muilenburg, & H. Crompton (Eds.), Handbook of mobile learning (pp.
145–154). Routledge.
Moura, A., & Carvalho, A. A. (2013). Framework for mobile-learning integration into educational contexts. In Z. L. Berge, L. Y. Muilenburg, & H. Crompton (Eds.), Handbook of mobile
learning (pp. 58–69). Routledge.
Nikou, S. A., & Economides, A. A. (2013). Mobile assessment: State of the Art. In Z. L. Berge, L. Y. Muilenburg, & H. Crompton (Eds.), Handbook of mobile learning (pp. 346–355).
Routledge.
Norris, C. A., & Soloway, E. M. (2013). Substantive educational change is in the palm of our children's hands. In Z. L. Berge, L. Y. Muilenburg, & H. Crompton (Eds.), Handbook of
mobile learning (pp. 109–118). Routledge.
O'Loughlin, A. M. B. S. M., & Ngo, L. (2013). Using mobile technology to enhance teaching. In Z. L. Berge, L. Y. Muilenburg, & H. Crompton (Eds.), Handbook of mobile learning (pp.
293–306). Routledge.
10. Ozan, O., & Kesim, M. (2013). Rethinking scaffolding in mobile connectivist learning environments. In Z. L. Berge, L. Y. Muilenburg, & H. Crompton (Eds.), Handbook of mobile
learning (pp. 166–175). Routledge.
Roberts, J. B. (2013). Accessibility in m-learning: Ensuring Equal Access.In Z. L. Berge, L. Y. Muilenburg, & H. Crompton (Eds.), Handbook of mobile learning (pp. 427–435).
Routledge.
Seilhamer, R. M., Chen, B., & Sugar, A. B. (2013). A framework for implementing mobile technology. In Z. L. Berge, L. Y. Muilenburg, & H. Crompton (Eds.), Handbook of mobile
learning (pp. 382–394). Routledge.
Summey, D. C. (2013). Mobile-learning strategies for K-12 professional development. In Z. L. Berge, L. Y. Muilenburg, & H. Crompton (Eds.), Handbook of mobile learning (pp. 447–
458). Routledge.
Waard, I. de (2013). mMOOC design: Ubiquitous, Open Learning in the Cloud. In Z. L. Berge, L. Y. Muilenburg, & H. Crompton (Eds.), Handbook of mobile learning (pp. 356–368).
Routledge.
Warren, S. J., & Wakefield, J. S. (2013). Learning and teaching as communicative actions: A Theory for Mobile Education. In Z. L. Berge, L. Y. Muilenburg, & H. Crompton (Eds.),
Handbook of mobile learning (pp. 70–81). Routledge.