A Contextualized Annotation Model for Mobile Learning

Gicquel, Pierre-Yves; Lenné, Dominique

doi:10.1109/icalt.2011.15

Cited by 2 publications

(2 citation statements)

References 6 publications

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“…Authoring learning resources is currently still a process that is generally conducted in front of a desktop computer making it hard to capture real-life experiences related to the actual learning situation. Most of the current authoring environments are desktop solutions that enable the deployment of the authored learning materials to mobile devices [13][14][15][16][17][18][19][20]. In this scenario, the user authors an educational resource surrounded by blank walls and situated in front of a computer screen.…”

Section: Introductionmentioning

confidence: 99%

“…They summarize that the majority of the tools are developed with the goal of being integrated into Learning Management Systems (desktop computer) and stress the need to develop mobile authoring tools that empower users to author content for use in mobile environments. More recently, several authors [13][14][15][16][17][18][19] have proposed solutions for desktop-based authoring of mobile content. These studies report about functionalities like the preparation of routes in maps, the binding of content to QR codes, or language learning content created on mobile devices to be later deployed for mobile learning support.…”

Section: Introductionmentioning

confidence: 99%

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Mobile authoring of open educational resources for authentic learning scenarios

Tabuenca

Kalz

Ternier

et al. 2014

Univ Access Inf Soc

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The proliferation of smartphones in the last decade and the number of publications in the field of authoring systems for computer-assisted learning depict a scenario that needs to be explored in order to facilitate the scaffolding of learning activities across contexts. Learning resources are traditionally designed in desktop-based authoring systems where the context is mostly restricted to the learning objective, capturing relevant case characteristics, or virtual situation models. Mobile authoring tools enable learners and teachers to foster universal access to educational resources not only providing channels to share, remix or re-contextualize these, but also capturing the context in-situ and in-time. As a further matter, authoring educational resources in a mobile context is an authentic experience where authors can link learning with their own daily life activities and reflections. The contribution of this manuscript is fourfold: first, the main barriers for ubiquitous and mobile authoring of educational resources are identified; second, recent research on mobile authoring tools is reviewed, and 10 key shortcomings of current approaches are identified; third, the design of a mobile environment to author educational resources (MAT for ARLearn) is presented, and the results of an evaluation of usability and hedonic quality are presented; fourth, conclusions and a research agenda for mobile authoring are discussed.

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