Integrating personal digital assistants (PDAs) into a computer science curriculum

Alford, Kenneth L.; Ruocc, A.S.

doi:10.1109/fie.2001.963672

Cited by 3 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The problem is that these do not always reflect exactly what the mobile device will show (Jentzsch & Mohammadian, 2004). To provide a learning experience better situated in reality, some universities are beginning to provide mobile devices for students to program, usually PDAs or BlackBerries (Alford & Ruocco, 2001;Mahmoud & Dyer, 2007).…”

Section: Case Study Three: Using Mobile Technology To Learn About Mobmentioning

confidence: 99%

Advancing the m-learning research agenda for active, experiential learning: Four case studies

Dyson

Litchfield

Lawrence

et al. 2009

AJET

View full text Add to dashboard Cite

<span>This article reports on an m-learning research agenda instituted at our university in order to explore how mobile technology can enhance active, experiential learning. Details of the implementation and results of four areas of m-learning are presented: mobile supported fieldwork, fostering interactivity in large lectures with mobile technology, using mobile devices to learn about mobile technology and, finally, podcasting. These directions are informed by a concern for achieving m-learning practices consistent with sound educational theory and the needs of the contemporary, technologically aware student body. All four implementations have been successfully embedded in mainstream subjects on a continuing basis. Therefore they represent a departure from the project based approach of much m-learning reported in the literature. This outcome was achieved through a focus on the economic sustainability and feasibility of each case. An evaluation focusing on how well each case assisted students' learning found that, with the exception of lecture podcasting, all supported high quality experiential learning.</span>

show abstract

Section: Case Study Three: Using Mobile Technology To Learn About Mobmentioning

confidence: 99%

Advancing the m-learning research agenda for active, experiential learning: Four case studies

Dyson

Litchfield

Lawrence

et al. 2009

AJET

View full text Add to dashboard Cite

show abstract

“…Their use in higher education has been tested as well. A group of computer science majors used PDAs as an adjunct to their student lives [3]. Results proved that most of the students used their PDAs for lesson preparation, information sharing and even programming [3].…”

Section: Related Workmentioning

confidence: 98%

Handheld devices for cooperative educational activities

Sá

Carriço

2006

Proceedings of the 2006 ACM Symposium on Applied Computing

View full text Add to dashboard Cite

This paper presents a framework that aims to support several steps of learning activities. Working either on mobile and non-mobile devices, Test-IT, allows users to learn ubiquitously and to proceed with their work at any time and place. It approaches both teaching and learning activities, allowing teachers and students to cooperate using common mobile devices to transfer information between each other.We describe the requirements for using such tool on mobile devices and comment some of the current approaches. The design process and the framework's components, focusing particularly on the user interface and usability issues, are addressed.We also focus on the flexibility provided by Test-IT, allowing users to create specific applications, according to their field or subject of expertise.

show abstract

“…Their use in higher education has been tested as well. A group of computer science majors used PDAs as an adjunct to their student lives [1]. Results proved that most of the students frequently used their PDAs for lesson preparation, information sharing and even programming [1].…”

Section: Related Workmentioning

confidence: 98%

Multi-purpose proactive m-Artifacts

Sá¹,

Carriço²,

Duarte³

et al. 2008

Proceedings of the 2008 ACM Symposium on Applied Computing

View full text Add to dashboard Cite

Paper-based artifacts (e.g., forms, manuals, questionnaires) are used ubiquitously and pervasively to support a wide set of activities. Education and Health Care are major examples of such endeavor. However, given the passiveness of the medium itself, several problems (e.g., communication, adjustment, lack of interactivity) are usually encountered within these activities which hinder human efficiency or prevent users from achieving desired goals. This paper presents a framework that provides common users with tools to create interactive and adjustable digital artifacts for mobile devices. The artifacts can be adjusted to the users' needs, introducing different configurations regarding their look, interaction and behavior, providing support to various purposes by coping with and enhancing different procedures. The framework has been validated through two case studies by providing support to mobile learning, and within psychotherapy, by offering means to achieve ubiquitous cognitive behavioral therapy.

show abstract

Integrating personal digital assistants (PDAs) into a computer science curriculum

Cited by 3 publications

References 0 publications

Advancing the m-learning research agenda for active, experiential learning: Four case studies

Advancing the m-learning research agenda for active, experiential learning: Four case studies

Handheld devices for cooperative educational activities

Multi-purpose proactive m-Artifacts

Contact Info

Product

Resources

About