A Mobile Live Video Learning System for Large-Scale Learning—System Design and Evaluation

Ullrich, Carsten; Shen, Ruimin; Ren, Tong; Tan, Xiaohong

doi:10.1109/tlt.2009.54

Cited by 56 publications

(17 citation statements)

References 9 publications

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“…Most measurements are performed with technological materials: for example, digital thermometers digital pH meters. Video-assisted instructional programmes were used in the traditional education system, and their effects on the behaviours of students have been questioned by various studies (DeLoache and Korac, 2003;Maniar et al, 2008;Llorens-Molina, 2008;Ullrich et al, 2010). Recently, sharing the videos of chemical experiments done by teachers and students through the social media tools has given a different meaning to chemistry classes.…”

Section: Discussionmentioning

confidence: 99%

Learn to teach chemistry using visual media tools

Türkoğuz

2012

Chem. Educ. Res. Pract.

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The aim of this study was to investigate undergraduate students' attitudes to using visual media tools in the chemistry laboratory. One hundred and fifteen undergraduates studying science education at Dokuz Eylu¨l University, Turkey participated in the study. They video-recorded chemistry experiments with visual media tools and assessed them on a social website. A Likert scale consisting of 29 items was developed to obtain the students' views on using visual media tools in the chemistry laboratory. The scale has a four-factor structure. The Cronbach's alpha reliability coefficient was 0.95. In conclusion, this study found that using visual media tools in the general chemistry laboratory provides a positive contribution to students' behaviours and skills, improves students' learning attitudes to chemistry laboratory courses and increases their interest in visual media tools. The students also showed positive attitudes to the applicability of such tools.

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Section: Discussionmentioning

confidence: 99%

Learn to teach chemistry using visual media tools

Türkoğuz

2012

Chem. Educ. Res. Pract.

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“…Smartphones have the best multimedia capability and most of them have access to 3G and 3G transitional networks, which makes them suitable for multimedia content delivery [59]. Our analysis has shown that 480 × 800 is the most used resolution for smartphones in the last two years.…”

Section: B Mobile Devicesmentioning

confidence: 88%

Cost-Oriented Adaptive Multimedia Delivery

Molnar

Muntean

2013

IEEE Trans. on Broadcast.

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Mobile Internet and mobile services that make use of mobile data are increasingly popular. However, the cost of content delivery, in particular, multimedia type content over cellular networks is still high and poses a challenge for some users who are not necessarily willing or cannot afford to pay too much for it. The problem is further exacerbated when video content is used, as this type of content is heavier and can lead to higher bills. In this context, this paper presents a novel cost-oriented adaptive multimedia delivery (COMEDY) mechanism that considers the user's willingness to pay for a certain video quality and user's mobile device characteristics to deliver adaptive multimedia content over wireless connection. The goal of the mechanism is to reduce the cost of multimedia delivery for users that are not willing to pay that much. The mechanism is evaluated both through objective and subjective studies. The evaluation shows that the proposed mechanism provides a reduction in the price paid for accessing multimedia content, and the user's perceived quality is not negatively affected.Index Terms-Adaptive multimedia, cost of multimedia delivery, mobile data billing plans, mobile devices.

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“…It also essentially will affect education in developing countries, where mobile phones have a much higher penetration rate than laptop and desktop computers (Ullrich, Shen, Tong, & Tan, 2010).…”

Section: Editor: Jane Nashmentioning

confidence: 99%

A Template-Based Short Course Concept on Android Application Development

Akopian¹,

Melkonyan²,

Golgani³

et al. 2013

JITE:IIP

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Executive SummarySmartphones are a common accessory to provide rich user experience due to superior memory, advanced software-hardware support, fast processing, and multimedia capabilities. Responding to this trend, advanced engineering systems tend to integrate mobile devices with their solutions to facilitate usability. With many young students showing interest in learning mobile application development, conventional electrical engineering undergraduate education cannot meet the needs of this workforce due to fast changes in mobile technology and limited curricula hours. Templatebased learning (TBL) methods may overcome these limitations by shortening the learning cycle through fast hands-on introduction to development tools, basic programming, and application development and integration process. Students manipulate code fragments in provided templates, and compile, embed, and run applications. They also implement new applications reusing fragments from other similar templates. TBL modules can be integrated in pre-existing conventional courses to provide basic and fast exposure to the subject. This paper provides an example of a TBL template library for Android phones, which has been used in a classroom setting to collect student attitude data and assess efficiency of the TBL approach. Keywords: Learning, Mobile Applications, Mobile Education IntroductionMobile phones are technologically advanced devices that provide more and more communication and other services. Numerous applications exploit superior memories and cameras, various wireless channels for voice and data, inertial and satellite positioning systems, advanced signal and graphics processors and accelerators, etc. Acquisition, processing, and visualization of various media also are common due to advanced software platforms and applications.Educators are inspired to use cell phones to communicate learning content in new formats as Millennials (ages 18-34) are by far the most technologically advanced user group, with a 95% cell phone ownership (Caverly, Ward, & Cavarly, 2009;Zickuhr, 2012). Mobile learning, or m-learning, is defined as the acquisition of any knowledge or skill through using mobile technology (Geddes, 2004). This concept extends to Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact Publisher@InformingScience.org to request redistribution permission. Editor: Jane NashA Template-Based Short Course Concept on Android Application Development ubiqui...

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A Mobile Live Video Learning System for Large-Scale Learning—System Design and Evaluation

Cited by 56 publications

References 9 publications

Learn to teach chemistry using visual media tools

Learn to teach chemistry using visual media tools

Cost-Oriented Adaptive Multimedia Delivery

A Template-Based Short Course Concept on Android Application Development

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