Mobile Learning Content Authoring Tools (MLCATs): A Systematic Review

Mugwanya, Raymond; Marsden, Gary

doi:10.1007/978-3-642-12701-4_3

Cited by 8 publications

(8 citation statements)

References 38 publications

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“…To the best of our knowledge, despite the reported successes for many of the tools presented above, there is a gap in the literature on designing podcasting systems for developing HEIs. Mugwanya and Marsden (2010) further reveal that the majority of tools published for authoring mobile educational content report on their use in developed HEIs. These tools may not be easily adapted to developing HEIs due to the varying social, economic and cultural environments hence the need to adopt participatory user centered design approaches in designing contextually relevant technology interventions.…”

Section: Related Workmentioning

confidence: 98%

“…The implementation of mobile education systems has not paid adequate attention to understanding the organizational contexts and environments in which they will be implemented (Mugwanya & Marsden, 2010). Therefore, too little attention is ultimately given to the design, implementation and evaluation of mobile education systems, despite advances in technology and a clear compelling case to support their utilization.…”

Section: Introductionmentioning

confidence: 99%

“…The rest of this paper is organized as follows: Section 2 presents some related work; Section 3 the first Participatory Action Research cycle; Section 4 the second participatory action research cycle; Section 5 the findings and reflections; Section 6 the lessons learnt while Section 7 presents the conclusions and future work. Mugwanya and Marsden (2010) reveal that much mobile learning activity has involved the use of the following categories of tools namely: "hypertext and multimedia applications for content creation, video recording tools, artificial intelligence tools and natural language processing tools" (p. 24). However, lecturers (or end users of these systems) generally have little or no opportunity to contribute to their design.…”

Section: Introductionmentioning

confidence: 99%

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Using a Participatory Action Research Approach to Design a Lecture Podcasting System

Ng’ambi

Marsden

Traxler

et al. 2012

International Journal of Mobile and Blended Learning

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Although podcasting is popular in higher education, there is limited research on podcasting in developing institutions or resource constrained environments. There are fragmented implementations of podcasting projects by enthusiastic faculty but the tools used are often proprietary, imported from the West by administrators without any consultation with the lecturers who eventually use them. Similarly, many of these tools are used on a trial basis. The authors hypothesize that involving academics through user centered approaches to the design of educational applications will encourage them to use the tools. This paper reflects on a Participatory Action Research approach adopted in the design of a podcasting system. The research study incorporated a cyclical action model with four distinctive stages designed to guide the constituencies involved in the study to design, test, and possibly enhance the tool. The findings reveal some of the contextual phenomena that create both challenges and opportunities for a podcasting model.

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Section: Related Workmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Using a Participatory Action Research Approach to Design a Lecture Podcasting System

Ng’ambi

Marsden

Traxler

et al. 2012

International Journal of Mobile and Blended Learning

Self Cite

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“…Various techniques can be used for such purpose, depending on the content type. Device independent multimedia presentations consisting of various bits of information such as text, images, audio and/or video can be created using device independent languages such as, among others, XML, HTML, SMIL, Java or Flash [4]. Single authoring of multimedia clips can be performed using scalable codecs such as Scalable Video Codec (SVC) extension of the H.264/AVC video codec standard [5].…”

Section: A Multimedia Content Management and Authoringmentioning

confidence: 99%

MediaMTool: Multimedia content management tool

Moldovan

Moraru

Muntean

2011

2011 IEEE International Symposium on Broadband Multimedia Systems and Broadcasting (BMSB)

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Abstract-With the proliferation of mobile devices, multimedia streaming over wireless networks has increased in popularity. To overcome a number of challenges as well as to enhance mobile users' experience, much research effort has been placed into multimedia content adaptation and personalisation. Supporting adaptive multimedia can pose itself a number of challenges, especially when considering the fast growing rate at which multimedia content is being produced. This paper explores the idea of automatic multimedia content management and authoring to support adaptive multimedia delivery to mobile devices. A multimedia content management tool (MediaMTool) is presented which automatically creates multiple versions of the multimedia clips based on a set of specified multimedia clip features. For testing purposes, MediaMTool was used in conjunction with EcoLearn, a m-learning system that adapts the quality of the educational multimedia clips in order to save battery power on the learner mobile device.Index Terms-multimedia content management, multimedia adaptation, mobile devices, battery power save.

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“…Mugwanya and Marsden give an overview of mobile learning content authoring tools in [6]. These tools are used to generate learning content that can be consumed on mobile devices which enables anywhere, anytime learning.…”

mentioning

confidence: 98%

Location based learning content authoring and content access in the docendo platform

Rensing

Tittel²,

Anjorin

2011

2011 IEEE International Conference on Pervasive Computing and Communications Workshops (PERCOM Workshops)

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Learning does not only take place in a conventional classroom setting but also during everyday activities such as field trips. Such context sensitive learning is not new and can be observed in many different areas. The increasing availability of mobile devices and network access opens up new possibilities for providing context aware support for such learning scenarios. Related work focuses mainly on supporting the learner by delivering context aware learning content and by appropriately adapting the learning media to the limited viewing capabilities of their mobile devices. The learning content provided is dependent on the context of the learner e.g. the learner's current location. In this paper, we argue the need for providing context aware support for authors of learning content. We present an extension of docendo, an open learning content authoring and management platform, to support teachers while creating location based learning material for field trips. An important new feature is the automatic mapping of the location of the author to the learning resources collected by the author.

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Mobile Learning Content Authoring Tools (MLCATs): A Systematic Review

Cited by 8 publications

References 38 publications

Using a Participatory Action Research Approach to Design a Lecture Podcasting System

Using a Participatory Action Research Approach to Design a Lecture Podcasting System

MediaMTool: Multimedia content management tool

Location based learning content authoring and content access in the docendo platform

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